Abstract

To meet the evolving demands of modern society, blended learning is a model that combines online and offline methods of teaching and learning. Blended learning increases engagement, interaction, flexibility, and improved learning outcomes. The policy documents NEP-2020 and the University Grants Commission’s circular emphasize the importance of blended learning in creating engaging and challenging learning experiences, highlighting the need for technology integration and teacher empowerment. This study explores the perceptions of pre-service teachers towards blended learning and aims to identify the benefits and challenges associated with this approach. Descriptive research was conducted, and the sample includes 50 final-year B.Ed. (general) pre-service teachers of the Department of Teacher Training & Non-Formal Education, Jamia Millia Islamia. The researcher developed a questionnaire with the help of related literature on the benefits, and challenges of blended learning and collected the data through a Google Form questionnaire. The major findings for the benefits of blended learning perceived by pre-service teachers include enhanced engagement, personalized learning experiences, and cost-effectiveness. However, challenges related to limited access to technology, technical glitches, and maintaining strong student-teacher relationships were identified. This research paper underscores the significance of blended learning in teacher education programs and provides valuable insights for educators, institutions, and policymakers. Future research can explore additional perspectives, including a larger sample size, and examine the long-term effects of blended learning on teacher development and practices.