Exploring the policy-practice gap in blended learning: challenges and perspectives of public and private university faculties in Dhaka

Abstract

Blended learning, combining face-to-face teaching with digital instruction, has become a central focus in higher education reforms worldwide. In Bangladesh, national efforts—particularly by the University Grants Commission—have encouraged universities to adopt this approach. However, the gap between policy directives and everyday classroom practice remains wide. This study explores how faculty members at public and private universities in Dhaka experience and implement blended learning within this evolving policy landscape. Using a qualitative case study method, the research draws on interviews with faculty to uncover key challenges, including limited policy awareness, infrastructural shortcomings, lack of training, and high teaching loads. Despite these barriers, many faculty members adapt creatively—balancing online tools with in-person sessions, especially in theory-heavy courses. The findings highlight a readiness to embrace blended learning, provided that institutions offer stronger support systems and clearer implementation strategies. The study concludes that aligning national policy with institutional realities and faculty needs is essential for sustainable integration of blended models. It offers practical recommendations to bridge this policy-practice gap, including targeted investment in infrastructure, tailored professional development, and clearer communication of guidelines. These insights contribute to the ongoing conversation about digital learning in developing contexts and provide a pathway for more effective implementation in Bangladesh’s higher education sector.