THE EVOLUTION OF BLENDED LEARNING IN KENYAN HIGHER EDUCATION INSTITUTIONS

The COVID-19 pandemic significantly disrupted education globally, affecting over 1.7 billion learners across 188 countries in 2020, according to UNESCO. In response, educational institutions sought alternative strategies, including crash programs on course design and blended teaching approaches. This study examined the adoption and impact of blended education in Kenyan universities, guided by the Technology Acceptance Model. A mixed-methods research design was employed, combining quantitative and qualitative approaches. Quantitative data were collected through 500 questionnaires administered to students across three public and two private universities, while qualitative insights were obtained from 20 key informants, including university administrators, lecturers, education officers, and parents, through interviews. Quantitative data were analyzed using SPSS, and qualitative data were examined through content analysis. Findings revealed that universities have embraced blended education, although challenges persist for students, lecturers, and other stakeholders. The study recommends that higher education institutions and government bodies continue to promote blended learning beyond the COVID-19 pandemic to leverage technological advancements. The findings may inform policy development and the enhancement of existing educational frameworks integrating technology