Blended Learning and Inclusion: Opportunities and Challenges for Equitable Education
DOI:
https://doi.org/10.37870/w6qvtx69Keywords:
inclusive education, equitable education, digital transformationAbstract
In an educational context marked by digital transformation and increasingly diverse learner profiles, pedagogical hybridization combining face-to-face teaching with online and distance learning tools offers new opportunities to promote school inclusion and equal opportunities. This paper explores the potential of this model to address the needs of learners with varied profiles, particularly those with disabilities or from disadvantaged backgrounds, while ensuring the quality of learning outcomes.
The analysis is based on an international literature review and case studies conducted in various Moroccan and foreign educational contexts. The findings highlight potential benefits in terms of flexibility, content adaptation, personalized learning pathways, and expanded access to educational resources. However, they also point to major challenges: the digital divide, unequal access to technology, the need for teacher training in hybrid tools, and the adaptation of assessment methods.
Finally, this study proposes practical recommendations for designing and implementing inclusive hybrid learning systems, thereby contributing to equitable education aligned with Sustainable Development Goal.
References
• Anthony, B. J. (2024). Examining blended learning adoption towards improving learning performance in institutions of higher education. Technology, Knowledge and Learning, 29, 1401–1435.
• Anthony, B., Kamaludin, A., Romli, A., Mat Raffei, A. F., Nincarean, A. L., Abdullah, A., & Ming, G. L. (2022). Blended learning adoption and implementation in higher education: A theoretical and systematic review. Technology, Knowledge and Learning, 27, 531–578.
• Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis. Asian Journal of Distance Education, 15(1), 1–6.
• Bond, M., Bedenlier, S., Marín, V., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18, 50.
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2026 The Journal of Quality in Education
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
How to Cite
