Advancing SDG 4 through Blended Learning: Faculty Engagement and Management Insights from a Diffusion of Innovations Lens

Abstract

In recent years, we have witnessed blended learning emerge as a defining feature of higher education, aiming to enrich student engagement and outcomes. Our universities have increasingly embraced this approach across various levels. While its adoption has grown, we observed that understanding of blended learning often remains limited to isolated, small-scale practices. In our research, we applied Rogers' diffusion of innovations theory to explore how blended education is implemented in academic environments. We conducted semi-structured interviews with 26 faculty members and seven university leaders involved in a university-wide blended education programme. Alongside thematic pattern matching, we analysed institutional documents to gain deeper insight. Our findings indicate that, although some faculty expressed reluctance, the transition was facilitated by a robust strategy, substantial infrastructural investments, and sustained institutional support. However, applying Rogers' model revealed a critical omission—the 'matching' stage was missing. This absence highlights the failure to include lecturers in key decisions and to integrate their feedback into the design process. Moreover, we recognise that AI-powered platforms—ranging from adaptive learning systems to intelligent content delivery—now play an essential role in enhancing blended learning. Yet, without inclusive design, even AI cannot bridge the disconnect between pedagogy and practice.