THE NEW NORM: EVALUATING BLENDED LEARNING IN SCIENCE EDUCATION – A SYSTEMATIC REVIEW

Abstract

In recent years, the educational landscape has transformed significantly, with blended learning emerging as a pivotal approach in science education. This Systematic Literature Review (SLR) examines the incorporation of blended learning, which incorporates traditional in-person teaching with online learning activities, presenting distinctive opportunities to improve student engagement, accessibility, as well as educational outcomes. However, the adoption of blended learning in science education encounters challenges, including digital equity issues, technology access, as well as the necessity for professional development for educators. Utilizing the PRISMA framework, this review systematically identifies, screens, and analyses relevant studies from Web of Science (WoS) as well as Scopus databases, focusing on publications from 2022 to 2024. Out of 1069 initial publications, 22 studies were chosen for in-depth analysis. Here, the findings reveal that blended learning environments foster critical thinking as well as problem-solving skills, which are vital for scientific inquiry, while also addressing limitations of traditional education, such as large class sizes and limited resources. However, challenges like technological access and teacher training persist. The review emphasizes the significance of strategic implementation as well as the need for a balanced approach that incorporates both synchronous and asynchronous learning formats. In conclusion, blended learning represents a paradigm shift in science education, offering a dynamic and flexible approach to Teaching and Learning (TnL). By critically evaluating its effectiveness and tackling the related challenges, educators can fully leverage blended learning to improve science education as well as equip students for future demands. This review provides insights into best practices for successful implementation, emphasizing the transformative potential regarding blended learning in improving educational outcomes.