Educators’ perceptions about factors that affect blended learning adoption in higher education

Following the COVID-19 pandemic and growing recognition of the integration of technology-mediated processes and resources in teaching and learning, there has been an increased adoption of blended learning in higher education institutions (HEI). However, there have been impeding factors that affect the adoption of this educational paradigm. This study employs mixed-methods research and an explanatory sequential design to offer a nuanced understanding of BL adoption. The study draws upon a homogenous population, encompassing educators from one public HEI in Ghana. Quantitative data from a Likert-scale survey and a sample of 71 randomly selected educators’ enabled the examination of their views on factors that affect BL adoption. Statistical analyses employed principal component analysis with Varimax rotation and Kaiser Normalization, Pearson’s correlation coefficient, and descriptive statistics. The qualitative study used semi-structured interviews with 10 educators and thematic analysis to gain an understanding of how participants experienced the support for blended teaching. Results revealed that the lack of a policy framework for BL use at the institutional level, poor leadership style, limited professional training on BL, and insufficient internet connectivity impede the adoption of BL in higher education. The study concludes by highlighting the implications of the findings for theory, policy, and practice.