ATTITUDE TOWARDS USE OF BLENDED LEARNING TECHNIQUES AMONG HIGHER EDUCATION TEACHERS IN KOZHIKODE

Abstract

This study investigates higher education teachers’ attitudes toward the usage of blended learning, an instructional strategy that combines traditional face-to-face teaching with online learning tools. The study uses a thematic analysis to identify four major topics that influence instructors’ perceptions: perceived effectiveness and advantages, technology preparedness and support, obstacles and barriers, and demographic and experience-based attitudinal variations. The findings show that, while teachers generally recognize the flexibility, engagement potential, and pedagogical benefits of blended learning, their perspectives are heavily influenced by technological infrastructure, institutional support, and personal digital ability. Barriers such as increased workload and unwillingness to change are identified, emphasizing the importance of personalized professional growth and strong support systems. A SWOT analysis contextualizes these views by highlighting strengths and possibilities for blended learning adoption, as well as weaknesses and threats that need to be addressed strategically. The study continues with educational implications that highlight the significance of investing in infrastructure, training, and customized support to improve teacher acceptance and efficacy of blended learning in higher education settings. These findings provide significant recommendations for institutions seeking to encourage positive teacher attitudes and the successful adoption of blended learning pedagogy.