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<p>This scoping review examines the impact of blended learning, especially the dichotomy of synchronous and asynchronous, on equity in higher education. Employing the Arksey and O’Malley (2005) framework, the literature is systematically reviewed to understand how these educational paradigms can facilitate or hinder equitable learning experiences, particularly in response to the educational shifts brought about by the COVID-19 pandemic. The review reveals that while blended learning can enhance flexibility and broaden educational access, it does not inherently eliminate existing disparities. Major challenges include varying levels of digital literacy among students, unequal access to technological resources, and a pressing need for faculty to implement more inclusive pedagogical strategies. Achieving genuine equity in blended learning environments demands comprehensive institutional support, innovative teaching approaches, and ongoing adaptation based on student feedback. The implications for practice call for a re-evaluation of course design and delivery to better support all students, with particular attention to those from historically marginalised groups. This review contributes to the ongoing dialogue about reimagining higher education environments, advocating for strategic adjustments to create truly inclusive educational landscapes.</p>

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Designing for diversity: a scoping review of equity in higher education’s blended learning practices

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年6月21日

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  • Emma Price,
  • Tiffany Winchester

摘要

This scoping review examines the impact of blended learning, especially the dichotomy of synchronous and asynchronous, on equity in higher education. Employing the Arksey and O’Malley (2005) framework, the literature is systematically reviewed to understand how these educational paradigms can facilitate or hinder equitable learning experiences, particularly in response to the educational shifts brought about by the COVID-19 pandemic. The review reveals that while blended learning can enhance flexibility and broaden educational access, it does not inherently eliminate existing disparities. Major challenges include varying levels of digital literacy among students, unequal access to technological resources, and a pressing need for faculty to implement more inclusive pedagogical strategies. Achieving genuine equity in blended learning environments demands comprehensive institutional support, innovative teaching approaches, and ongoing adaptation based on student feedback. The implications for practice call for a re-evaluation of course design and delivery to better support all students, with particular attention to those from historically marginalised groups. This review contributes to the ongoing dialogue about reimagining higher education environments, advocating for strategic adjustments to create truly inclusive educational landscapes.