Identifying the Criteria for Techno-Pedagogical Competencies of Faculty Members in Blended Learning Implementation: A Review

Document Type : Review Article


1 Department of Educational Technology, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Educational Technology in Medical Sciences, Smart University of Medical Sciences, Tehran, Iran


Background: The paradigm shifts from traditional face-to-face instruction towards technology-enhanced learning modalities, such as e-learning and blended learning, necessitated a concurrent evolution in both pedagogical methodologies and the requisite competencies of learners and instructors. Given the burgeoning adoption of blended learning within the contemporary higher education landscape, it is imperative to rigorously identify and update the competencies of faculty members to ensure educational efficacy and alignment with current needs. This review study aimed to identify techno-pedagogical competencies among faculty members as critical factors in the effective implementation of blended learning.
Methods: A qualitative content analysis was conducted for this review. Using predefined keywords, 504 articles (reviews and original research) from various databases (such as ProQuest, Scopus, and so on) were retrieved within the time frame of 2010-2022. After applying inclusion criteria, 14 articles were analyzed using MAXQDA 2020 software until achieving thematic saturation, resulting in 185 initial codes and 26 components.
Results: The study identified five main categories and 26 components through merging previously identified condensed meaning units. These categories encompassed EdTech competency (9 codes), professional competency (4 codes), management and consulting competency (2 codes), digital teaching competency (7 codes), and communication and cooperation competencies (4 codes). 
Conclusion: The resulting conceptual framework can serve as a guideline for faculty development programs, empowering them to support them in integrating blended learning practices.


Sahar Safyari (Google Scholar)

Eisa Rezaei (Google Scholar)


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