Proceedings of The Focus Conference (TFC 2025)

<Previous Article In Volume
Next Article In Volume>

The Evolution of Blended Learning in Higher Education: A Mixed-method Approach

Authors
Lungisile Siso Hlophe1, *, Bavuyise Gift Nqakaza1, Motheo Meta Tjebane2
1Department of Construction Management, Faculty of Engineering, Mangosuthu University of Technology, Umlazi, Durban, South Africa
2Department of the Built Environment, Faculty of Engineering, Built Environment & Information Technology, Central University of Technology, Bloemfontein, Free State, South Africa
*Corresponding author. Email: hlophe.lungisile@mut.ac.za
Corresponding Author
Lungisile Siso Hlophe
Available Online 29 December 2025.
DOI
10.2991/978-2-38476-521-8_7How to use a DOI?
Keywords
blended learning; higher education; digital tools; technology
Abstract

Education is a complex system that requires multiple perspectives and levels of analysis to understand its contexts, dynamics, and the interactions among its actors. In the advent of the digital era, the integration of technology-enhanced teacher education, particularly through blended learning approaches, has gained significant emphasis. This study presents a comprehensive bibliometric and thematic analysis of the evolving research landscape in digital learning and educational technologies, highlighting key trends, influential contributors, and emerging thematic clusters. Publication output has shown a marked increase since 2021, reflecting growing scholarly interest and the rising global relevance of the field. While countries such as Spain and Italy lead in impactful research, emerging contributors from regions like South Africa and Malaysia are expanding the domain’s geographical reach. Author citation patterns reveal the foundational influence of established researchers alongside a dynamic influx of new voices. Thematic cluster analysis identifies three principal areas of focus: institutional engagement with digital learning in engineering and higher education; the transformative effects of the COVID-19 pandemic on teaching and learning systems; and the sustained adoption of blended, hybrid, and e-learning models as adaptive strategies. The paper is particularly relevant for educators, curriculum developers, and policymakers seeking to enhance blended learning strategies through informed digital adoption.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceedings of The Focus Conference (TFC 2025)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
29 December 2025
ISBN
978-2-38476-521-8
ISSN
2352-5398
DOI
10.2991/978-2-38476-521-8_7How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Lungisile Siso Hlophe
AU  - Bavuyise Gift Nqakaza
AU  - Motheo Meta Tjebane
PY  - 2025
DA  - 2025/12/29
TI  - The Evolution of Blended Learning in Higher Education: A Mixed-method Approach
BT  - Proceedings of The Focus Conference (TFC 2025)
PB  - Atlantis Press
SP  - 84
EP  - 96
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-521-8_7
DO  - 10.2991/978-2-38476-521-8_7
ID  - Hlophe2025
ER  -