Blended Learning as a path to quality education

Abstract

This article explores blended learning as a fundamental pedagogical approach for 21st-century education, highlighting its potential to improve teaching and learning processes. Through a narrative literature review, we sought to engage with various authors to conceptualize the discussion. The study differentiates blended learning, a practical manifestation, from Hybrid Education, a broader concept, and discusses the various advantages of its application, such as personalization, flexibility, and increased student engagement by placing students as protagonists of their own learning. Furthermore, it addresses the democratizing potential of blended learning by overcoming geographic and temporal barriers, as well as its ability to reconfigure educational space-time by creating digital ecosystems that transcend the school walls. Finally, this work critically analyzes the challenges inherent to its implementation, such as the digital divide, the need for teacher training, the precariousness of teacher work, and the pedagogical complexities of effectively integrating digital technologies. The conclusion is that, despite significant obstacles, hybrid learning presents a promising path toward a more equitable, dynamic education aligned with contemporary demands, provided its challenges are addressed in a structured and conscious manner.