“We had No Choice”: Lecturers’ Experiences with a Top-Down Approach to the Institutional Adoption of Blended Learning

Abstract Institutional adoption of blended learning has significantly grown in higher education, yet limited research explores how lecturers experience mandated and top-down implementation, particularly in resource-constrained contexts. This mixed-methods study examines these experiences at a university undergoing rapid, institution-driven adoption of blended learning. Ninety-nine lecturers participated in a survey and interviews, complemented by content analysis of relevant institutional documents. Findings show that although lecturers recognised blended learning’s pedagogical value for enhancing student learning, the fast-track nature of the adoption hindered the university’s ability to effectively plan and execute the implementation. As a result, lecturers encountered multiple barriers, including low self-efficacy, institutional readiness, and increased workload, which collectively increased staff frustration and reduced confidence in the initiative. The study highlights how top-down adoption can unintentionally hinder teaching quality when support structures are underdeveloped, underscoring the need for more responsive planning and capacity building in institutional rollouts of blended learning.