STUDENT PERCEPTIONS OF BLENDED LEARNING AND ITSEFFECTIVENESS IN HIGHER EDUCATION

Objectives:This study explores university students? perceptions of the effectiveness of blended learning in higher education within the United Arab Emirates (UAE), addressing a gap in regional research on this instructional model.Theoretical Framework:The study builds on theories of blended learning and its applicability in enhancing educational outcomes, leveraging technological advancements for flexible learning.Method:A quantitative approach was employed, utilizing a 5-point Likert scale questionnaire to gather data on students' views regarding the significance and utilization of blended learning.Results and Discussion:The findings reveal predominantly positive perceptions of blended learning among students, highlighting its role in fostering satisfaction and effective instruction. These insights underscore the potential of blended learning to meet diverse educational needs.Research Implications:The study providespolicy, strategic, and pedagogical recommendations for integrating blended learning into higher education curricula in the UAE.Originality/Value:This research contributes to the limited literature on blended learning in the UAE, offering practical implications for enhancing higher education practices in alignment with SDG 4 (Quality Education).Keywords:blended learning, student perspectives, higher education, United Arab Emirates, SDG 4, Sustainable Development Goals (SDGs).1 INTRODUCTIONThe increasing prevalence of the blended learning model in higher education institutions worldwide reflects the appeal and scope of this learning 1Educational Technology, Hamdan Bin Mohammed Smart University, United Arab Emirates.E-mail: a.almekhlafi@hbmsu.ac.ae2Curriculum & Instruction (Math Education), Al al-Bayt University, Jordan.E-mail: falmeqdadi@aabu.edu.jo3Education administration department, Ajloun National University, Jordan.E-mail: M.alsadi@anu.edu.joReceived:Oct/11/2024Accepted:Dec/13/2024DOI:https://doi.org/10.47172/2965-730X.SDGsReview.v5.n02.pe03960