Viability of Blended Learning Modules in Government Elementary Colleges of Education for Prospective Teachers in Sindh

Abstract

This study explores to blended learning, a model that combines in-person and online learning, for possible implementation in Government Elementary Colleges of Education (GECEs) in Sindh, Pakistan. However, blended learning model is highly regarded as an innovative teaching technique around the world. Its implementation in Sindh and other underserved places can be very rare and technologically deprived. The study draws on semi-structured interviews, focus group discussions and documents with 12 faculty members, 6 administrators, and 15 prospective from of urban and rural GECEs. Thematic analysis suggests six principal themes: (1) shortages of infrastructure, (2) teacher preparedness and ICT training, (3) pedagogical approaches, (4) engagement and critical thinking of students, (5) adoption of learning barriers, and (6) institutional and policy support. The analysis suggests that blended learning could improve motivation, critical thinking, and flexibility in teaching and learning. Nonetheless, critical construction of blended learning is throttled by insufficient and poorly maintained ICT infrastructure, intermittent and ineffective internet connectivity, limited training for teachers, and the absence of relevant and supportive policy frameworks. The study reveals as much as there are barriers to the successful and steady implementation of blended learning in government Colleges in Sindh, there is also achievable strategy lined with investment, policy on teachers’ continuous development, and strategy on the development and local leadership for blended learning content as well developing supported professional digital teaching within the Colleges. To facilitate blended learning in the area, there are workable options for all stakeholders.