Reconceptualising blended learning and pedagogies for innovative classroom practices

Contemporary education has undergone tremendous pedagogical shifts, culminating in an altered higher education landscape. The transition from the dominant traditional in-person mode to emergency remote online facilitation, and subsequently to adopted blended learning environments, necessitates a reconceptualisation of pedagogy for strategic and process realignment. Furthermore, the rapid transformation in education, accompanied by reforms, has raised expectations for lecturers and graduates to possess abilities that combine subject understanding with suitable instructional practices to meet the demands of the digital workforce. This study employs a conceptual analysis methodology to understand and reconceptualise blended learning and its pedagogies. By navigating the literature through the lenses of the Community of Inquiry, the study highlights the relevance of university teachers and students comprehending the concept and pedagogies in order to implement blended learning effectively. Additionally, a supportive environment must be established with frameworks that promote innovative classroom practices and inclusive learning. The study indicates that inadequate comprehension of blended learning concepts, modes, models, and pedagogies hinders the promotion of optimal learning and teaching practices in modern educational settings. It suggests that providing contemporary technological tools and resources is crucial for fostering innovative classrooms. Moreover, continual professional development is essential to respond to the rapidly emerging digital technologies for effective blended learning implementation. The study underscores the importance of understanding both the concept and pedagogies, and it provides insights into the implications for higher education institutions' rapid adoption of blended learning.