Attitudes of University Students Towards Blended Learning in India

Abstract

The global shift toward technology-integrated pedagogy has intensified interest in blended learning, yet empirical evidence examining teacher educators' attitudes within Indian higher education remains limited, particularly among postgraduate education students. Moreover, few studies have investigated whether demographic variables such as gender, locality, and academic year significantly influence these attitudes. This gap is consequential given that the National Education Policy 2020 explicitly advocates inclusive, learnercentered, technology-enhanced instructional models. Grounded in this policy imperative and supported by Birbal, Ramdass, and Harripaul's conceptual framework, the present study examined attitudes of 110 M.Ed. students at Banaras Hindu University toward blended learning across six dimensions, namely online learning, classroom learning, online interaction, technology use, learning flexibility, and online environment. A descriptive survey design with a self-constructed, validated e-questionnaire was employed. Independent samples t-tests revealed no statistically significant attitudinal differences based on gender, locality, or academic year. Students demonstrated predominantly favourable attitudes, particularly toward learning flexibility and online environment, affirming blended learning as a viable and preferred pedagogical approach in contemporary teacher education.