Equity in blended learning through the CABLS + E framework

Abstract Higher education in 2025 predominantly uses blended learning for course delivery, thereby merging digital platforms with conventional teaching methods. Whilst blended learning has become the ‘new normal’ in higher education post-COVID, issues of equity can easily be overlooked. Over the past twenty years, frameworks have been developed to guide the creation and understanding of blended learning systems – however, students and staff have recently highlighted the need to explicitly address issues of equity. Through a comparative analysis of five blended learning frameworks as well as qualitative data from students and staff at a Western Australian university, this paper identifies primary obstacles and potentials for integrating equity into blended learning systems. Emerging from these obstacles and potentials is a proposed framework that includes equity as a core and essential subsystem. Together with other common subsystems, the proposed framework provides an extensive framework to assess all aspects of blended learning implementation. Placing equity at the centre of blended learning design and delivery enables equitable access, fairness, and learning opportunities to be integrated across all components of the learning system. By planning and delivering ongoing, professional development for staff, universities can build the academic staffs’ skills, knowledge and confidence in equitable blended learning.