Blended learning teacher competencies: exploring the integration of adaptive and technical skills among college teachers in Pakistan

Authors

DOI:

https://doi.org/10.47264/idea.jhsms/5.1.5

Keywords:

Blended learning, Teacher competency, Adaptive skills, Technical skills, Social constructivism, Learning platform, Digital learning platform, Traditional classroom

Abstract

Blended learning is a teaching-learning strategy that combines ICT and other digital learning platforms with traditional classroom settings. Blended learning teacher competencies are required for 21st-century teaching. This study aimed to explore the integration of adaptive and technical skills among college teachers in Pakistan. The International Association for K-12 Online Learning (iNACOL) has listed these skills in the Blended Learning Teacher Competency Framework. Social constructivism and connectivism served as the theoretical framework for this study, demonstrating how learning facilitated by digital networks connects specialised information sets to empower students to take an active role in their education. A descriptive survey research design was employed to gather information from 206 college-level teachers who were chosen randomly. Domains of adaptive and technical skills from the blended teaching competencies framework were used as an adapted questionnaire with 26 statements on a 5-point Likert scale. The results indicate a low number of teachers are using adaptive and technical skills in a blended learning classroom. It is recommended that specialised training by experts in the field be conducted for college teachers to boost personalised teaching skills and technical know-how for adopting blended learning as the 21st-century teaching strategy.

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Published

2024-04-28

How to Cite

Meer, J., Aurangzeb, W., & Mir, H. (2024). Blended learning teacher competencies: exploring the integration of adaptive and technical skills among college teachers in Pakistan. Journal of Humanities, Social and Management Sciences (JHSMS), 5(1), 94–108. https://doi.org/10.47264/idea.jhsms/5.1.5

Issue

Section

Research Articles