STAKEHOLDER PERSPECTIVES ON BLENDED LEARNING INTEGRATION IN EARLY CHILDHOOD EDUCATION: A QUALITATIVE CASE STUDY OF KATSINA STATE, NIGERIA, IN GLOBAL COMPARISON

While experimental studies extensively measure the statistical efficacy of blended learning on student performance, they frequently overlook the lived experiences, cultural nuances, and pedagogical challenges perceived by frontline educators and caregivers. Utilizing a qualitative multiple-case study design, this research explores stakeholder perceptions regarding the integration of blended learning strategies, specifically WhatsApp-facilitated flipped classrooms in Early Childhood Education (ECE) across Katsina State, Nigeria, while contextualizing these insights within global frameworks from developed and developing regions, as well as higher education sectors. Drawing from semi-structured interviews with 24 key participants, including 20 ECE classroom practitioners and 4 school administrators, data were analyzed using thematic analysis anchored in the Technology Acceptance Model (TAM) and Vygotsky’s constructivist learning theory. The findings reveal critical contextual divergences: whereas global higher education models prioritize self-regulated digital autonomy, ECE implementation in resource-constrained settings relies heavily on co-regulated, adult-mediated structures. Furthermore, while infrastructural barriers remain pronounced in Sub-Saharan Africa, pedagogical affordances consistently foster high motivation, enhanced engagement, and superior knowledge retention among young learners.