Blended learning in Nepalese higher education:Student preferences, challenges, and pedagogical implications

Blended learning is increasingly adopted in higher education, yet its effectiveness in under-researched contexts such as Nepal remains unclear. This study examines Nepalese postgraduate students’ preferences, accessibility, and perceptions concerning blended learning across four major universities, addressing a critical gap in the literature on English language learning in resource-limited settings. Using a quantitative survey (N=150), our findings reveal an overwhelming preference for blended learning (80%), with students valuing the synergy between online and face-to-face instruction. However, traditional face-to-face learning remains essential for developing key language skills, particularly vocabulary and world knowledge acquisition. Despite the advantages of blended approaches, technological barriers and limited digital infrastructure pose significant challenges to equitable access. These findings challenge assumptions about the universal applicability of online learning in English medium instruction settings and highlight the urgent need for targeted policy interventions to bridge digital divides. By offering empirical insights into the pedagogical dynamics of blended learning, this study contributes to global debates on language education, digital learning equity, and curriculum reform in higher education. The findings inform educators, policymakers, and curriculum designers seeking to optimise blended pedagogies in diverse linguistic and technological landscapes.