Year: 2025
Type: article
Abstract: This study examines the role of technology in blended learning, focusing on its impact on student engagement, self-directed learning, and integration challenges. Using a mixed-methods approach, pre and post-tests, surveys, and thematic analysis were employed to evaluate the technology’s effectiveness among second-semester English language students at Kabul University of Medical Sciences (KUMS), Afghanistan. Findings reveal that tools like Learning Management Systems (LMS) and video conferencing significantly enhance engagement and accessibility, enabling flexible and interactive learning. However, challenges such as infrastructure limitations, the digital divide, and low digital literacy hinder equitable access, particularly for disadvantaged students. The study concludes that while technology holds great potential, addressing these barriers is essential. Recommendations include targeted training, localized digital resources, and aligning technology with pedagogical goals. This research offers valuable insights for creating inclusive and effective blended learning environments, especially in resource-constrained settings. Key words: Blended learning, technology integration, student engagement, self-directed learning, digital divide, learning management systems (LMS).
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4413428449