BLENDED LEARNING; MODELS FOR TRANSFORMING INSTRUCTIONAL PRACTICE

Blended learning, defined as the deliberate combination of face-to-face and online instructional methods, has emerged as a pivotal strategy for enhancing educational effectiveness in diverse contexts. This paper undertakes a systematic literature review to examine prevailing blended learning models and assess their effectiveness within instructional settings, with a particular focus on the Kenyan education system. Using a structured methodology guided by clearly defined inclusion and exclusion criteria, peer-reviewed studies and credible reports published between 2010 and 2025 were sourced from academic databases including ERIC, Science Direct, JSTOR, Google Scholar and African Journals Online. The review identifies several dominant models such as the flipped classroom, rotation models, and enriched virtual models highlighting their pedagogical underpinnings and operational characteristics. Findings reveal that while blended learning offers significant benefits in terms of personalization, flexibility, and learner engagement, its implementation in Kenya is constrained by infrastructural deficiencies, limited digital literacy, and socioeconomic disparities. The paper discusses strategies to mitigate these challenges, including investments in digital infrastructure, targeted professional development for educators, and policy frameworks that support sustainable integration of technology in pedagogy. The study concludes by emphasizing that the strategic adoption of contextually appropriate blended learning models is critical to advancing effective instruction and achieving equitable educational outcomes.