Post-Pandemic Learning Recovery: Assessing the Effectiveness of Hybrid and Blended Learning Models in Pakistani Universities
DOI:
https://doi.org/10.62843/jrsr/2025.4d134Abstract
The COVID-19 pandemic compelled universities worldwide, including those in Pakistan, to shift rapidly from conventional classrooms to online and hybrid modes of instruction. This transition reshaped teaching and learning practices, accelerated the adoption of digital platforms, and highlighted major disparities in access, readiness, and digital capability. While blended learning has shown promise in strengthening engagement, improving learning outcomes, and building essential digital skills, concerns remain regarding its fairness and effectiveness across diverse student groups. In Pakistan, initiatives such as LMS development, PERN, and the National Knowledge Bank supported continuity of learning, yet gaps in connectivity, device availability, and digital literacy—particularly among rural, low-income, and female students—revealed persistent inequalities. Existing local studies largely emphasize perceptions and readiness rather than measurable effects on performance, inclusion, and technological competence. This study aims to evaluate the impact of hybrid and blended learning in Pakistani universities during the post-pandemic period. It examines three core outcomes: academic performance, digital literacy, and inclusion. Using a mixed-methods approach, the research compares blended and traditional learning environments across multiple provinces and institutions. Quantitative data from academic records, surveys, and LMS analytics will be complemented by qualitative insights from interviews and focus groups with students and faculty. The study further investigates institutional and pedagogical factors that influence blended learning success. The expected findings will offer evidence on how blended learning contributes to learning recovery, reduces educational disparities, and strengthens digital readiness. The results will guide universities and policymakers in developing more resilient, equitable, and technology-driven models for higher education in Pakistan.
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