How have our teaching competencies evolved to suit blended learning environment?

Abstract

This study examines the impact of the Covid-19 pandemic on teaching strategies and educators' pedagogical and digital competencies. During the pandemic, educators faced challenges in fostering students’ self-learning and critical thinking in online formats, influencing their perceptions of their pedagogical effectiveness. While many teachers reported confidence in preparing materials and addressing student challenges, they also encountered limitations in developing students' autonomy and interactive skills in online settings. Post-pandemic, most participants found their digital competencies significantly enhanced, frequently utilizing e-learning platforms like Moodle, MS Teams, Kahoot!, and WordWall to support both in-class and independent learning. This study highlights a positive shift toward blended learning as educators integrate technology into traditional classrooms, fostering greater student engagement and autonomy. The main challenges identified in implementing blended learning include technical issues and limitations in available digital materials for certain student needs. Additionally, the study explores educators' perspectives on the paradigm shift in teaching, which emphasizes their role in adapting to digital tools and strategies to meet evolving student expectations in a blended learning environment.