Abstract

The National Education Policy (NEP) 2020 in India underscores the transformative potential of technology in education, endorsing the adoption of Open and Distance Learning (ODL) and an Online Integrated Blended System of Education. This policy shift aims to make education more accessible, flexible, and personalized, aligning with the dynamic needs of diverse learners. The NEP 2020 envisions a comprehensive transformation in India’s education system, with a special emphasis on online and blended learning. It recommends the universal adoption of blended learning across all educational levels, advocating for the establishment of a National Education Technology Mission to ensure access to necessary technology and infrastructure. This policy sets the stage for a paradigm shift in higher education, emphasizing the importance of connectivity and robust information and communication technology (ICT) infrastructure. The benefits of blended learning are multifaceted. Blended learning maximizes the effectiveness of educational delivery by addressing diverse learning styles through a combination of face-to-face interactions and online resources. Studies consistently show that students in blended learning courses outperform those in traditional face-to-face or fully online courses. Blended learning fosters greater student satisfaction, independence, flexibility, and global collaboration opportunities. The IPSIT model, proposed by the University Grants Commission (UGC) for higher education, emphasizes the identification of resources, learner-centered activities, provision of resources on Learning Management Systems (LMS), scaffolding and support to learners, identification of learning gaps and feedback, and testing. This model outlines a comprehensive approach to implementing blended learning in higher education, aligning with the NEP 2020’s vision. However, the implementation of the National Blended Learning Policy faces challenges, including logistical issues due to the vast scale and diversity of the education system, disparities in resources and infrastructure, attitudinal resistance to change, and deficiencies in ICT skills among educators and students. Overcoming these challenges requires targeted interventions, comprehensive training programs, and strategic investments.

Keywords: blended learning, IPSIT, NEP 2020