(Wl-2310)-Inclusive Blended Learning Practices

The EPW commentary by Varughese and Luke, published on 20 January 2024, titled, ‘Blended Learning in Indian Higher Education: Are we prepared to set the ball rolling?’ has raised some timely questions and ends with a sense of scepticism. We would like to add to the discussion using the evidence from our large-scale, longitudinal, and empirical study focusing on integrating higher education teaching-learning with digital technologies – or blended learning in northern India. Connecting the dots, we found that Blended learning, although emerged as a policy term in post-pandemic India, its potential on the ground, especially in the remote, rural, geographically challenging and socio-economically marginal regions, does not seem to be harnessed effectively. The rolling out of blended learning faces numerous bottlenecks because of unique geo-political as well as socio-economic contexts. Taking the discussion forward, we have suggested six empirically backed principles for a more equitable future of blended higher education, which are applicable beyond the higher educational contexts of northern India. However, the question of their implementation remains wrapped in doubt, considering the ground realities

Blended Learning · Educational technology · Pedagogy · Disability Education and Employment · Educational Tools and Methods · Innovative Teaching and Learning Methods · Psychology

• Examining teachers’ competencies in generative AI-enabled higher education

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