Blended learning across Bhutanese higher education

A regional comparison using Kruskal–Wallis analysis

Bibliographic Data

ID22204680
AuthorsShazia Rahman (0000-0002-5422-5374, Daffodil International University), Saida Mahamuda Rahman (0000-0002-0068-6706), Fouad Hossain Sarker (0000-0002-6884-837X, Daffodil International University, corresponding author), Sangay Gyeltshen (0009-0000-0698-0001, Daffodil International University), Umme Saima Sorna (0009-0008-3284-6621, Universiti Sains Malaysia), Sadia Aafreen (0009-0000-5181-8388, BRAC University), Shithee Ahmed (0009-0005-2812-9302, Bangladesh University of Professionals), M K Islam (0000-0001-5554-3166, Daffodil International University), N A Khan (0000-0002-4672-304X, University of Dhaka), Yusuf Mahbubul Islam (0000-0002-4113-5409, Southeast University)
Year2026
Volume13
Pages102419
Publication date2026-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Sciences & Humanities Open (JOURNAL)
Journal identifiersISSN: 2590-2911 • E-ISSN: 2590-2911
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2025.102419
OpenAlexW7118695168
LanguageEN
References cited25

This study examines the perceptions, practices, benefits, and challenges associated with blended learning (BL) in urban, semi-urban, and rural institutions in Bhutan. Using the Blended Learning Adoption Theory (BLAT), this paper explores students' interactions with and benefits of blended learning as well as the challenges. A quantitative cross-sectional design was used in the study for surveying 681 students from Royal Thimphu College (RTC, urban), College of Natural Resources (CNR, semi-urban) and Sherubtse College (Rural). Data were analyzed descriptively and with the Kruskal-Wallis test (nonparametric analysis) for geographic variation. Kruskal-Wallis test made it feasible to conclude that there are real differences between regions (p < 0.05) in six of eight practice indicators, six of seven benefit indicators and all eight challenge indicators. Simply put, results indicate more engagement of urban students towards the learning tools of blended learning; however, semi-urban students are able to avail themselves of the advantages (i.e. flexibility and adaptability) of blended learning to a larger extent. In contrast, rural students encounter significant challenges, such as inadequate internet access and substandard educational environments. The study points out the need for region-specific strategies to address disparities and improve blended learning outcomes in Bhutan's educational institutions

Blended Learning · Distance education · Educational technology · Higher education · Hybrid learning · The Internet · Digital literacy in education · E-Learning and COVID-19 · Online and Blended Learning

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