Effectiveness Of Blended Learning in Higher Education: A Systematic Review at Global Level

Abstract

The educational model Blended Learning has proven itself as an effective teaching approach which combines traditional classroom instruction with digital educational strategies in higher education settings. This research performs a systematic global review of scholarly works from 2015 up to 2025 to determine the effectiveness of BL regarding student engagement, academic achievement along with institutional efficiency. The research utilizes the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standard while collecting data from peer-reviewed platforms which include Scopus, Elsevier, Springer, Sage, and Google Scholar. The research incorporates experimental studies together with case studies and meta-analyses for evaluating significant components of BL involving instructional design together with technological infrastructure and faculty preparedness.   The research establishes that blended learning creates major improvements in three critical areas which are learning flexibility, student retention and improved performance levels. There are three major barriers in successful implementation of BL consist of technology constraints, non-proficient trainer and institutional implementation obstacles. The COVID-19 pandemic spurted the implementation of BL which necessitates properly organized blended learning frameworks to deliver fair educational access. The study proposes an implementation plan that includes faculty training combined with digital infrastructure development and policy integration to optimize how the BL method works.