Challenges and Adaptations: A Case Study of Teacher Experiences with Blended Learning after the Pandemic

Background: The COVID-19 pandemic forced a global experiment in remote education, creating an unprecedented opportunity to examine the long-term integration of digital tools in teaching. This qualitative case study explores how teachers at an international school in Johor Bahru, Malaysia, perceived and adapted to blended learning during and after the pandemic. Using semi-structured interviews and reflective journals from 10 primary teachers, data were analyzed thematically through the lenses of the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework. Findings indicate a significant evolution in teacher perceptions, transitioning from initial resistance and anxiety toward growing confidence and recognition of digital tools' pedagogical value. Key challenges persisted, including technical infrastructure issues, student engagement, and increased workload. Despite these, teachers strategically sustained a core repertoire of digital tools for formative assessment, collaboration, and feedback, embedding them into post-pandemic practice. Institutional support, through targeted training and professional learning communities, was a critical enabler for this transition; however, a gap remained in long-term, pedagogy-focused professional development. The study concludes that the pandemic served as a catalyst for a durable digital transformation, where blended learning has become a sustained element of instructional practice. To ensure its continued success, school leaders must invest in robust infrastructure, advanced pedagogical training, and supportive leadership to ensure blended learning is both high-quality and equitable.

blended learning, teacher perceptions, digital transformation, TPACK

1. Abdissa, D. G., Duressa, G. F., Olkaba, T. T., & Feyissa, E. G. (2024). Effect of blended learning educational model on secondary school students’ mathematics conceptual understanding. Problems of Education in the 21st Century, 82(5), 585–599. https://doi.org/10.33225/pec/24.82.585 [Google Scholar] [Crossref]

2. Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13, Article 920317. https://doi.org/10.3389/fpsyg.2022.920317 [Google Scholar] [Crossref]

3. Ali, R. (2024). How challenging? Barriers for teachers in institutional implementation of blended learning. Open Learning: The Journal of Open, Distance and e-Learning. Advance online publication. https://doi.org/10.1080/02680513.2024.2342922 [Google Scholar] [Crossref]

4. Alkhnbashi, O. S., Mohammad, R., & Bamasoud, D. M. (2024). Education in transition: Adapting and thriving in a post-COVID world. Systems, 12(10), Article 402. https://doi.org/10.3390/systems12100402 [Google Scholar] [Crossref]

5. Almpanis, T., & Joseph-Richard, P. (2022). Lecturing from home: Exploring academics’ experiences of remote teaching during a pandemic. International Journal of Educational Research Open, 3, Article 100133. https://doi.org/10.1016/j.ijedro.2022.100133 [Google Scholar] [Crossref]

6. Asghar, M. Z., Afzaal, M. N., Iqbal, J., & Sadia, H. A. (2022). Analyzing an appropriate blend of face-to-face, offline and online learning approaches for the in-service vocational teacher’s training program. International Journal of Environmental Research and Public Health, 19(17), Article 10668. https://doi.org/10.3390/ijerph191710668 [Google Scholar] [Crossref]

7. Burvill, S., Owens, S., & Organ, K. (2022). The digital explosion: It’s impact on international student achievement. The International Journal of Management Education, 20(1), 100585. https://doi.org/10.1016/j.ijme.2021.100585 [Google Scholar] [Crossref]

8. Cannaos, C., Onni, G., & Casu, A. (2024). Blended learning: What changes? Sustainability, 16(20), Article 8988. https://doi.org/10.3390/su16208988 [Google Scholar] [Crossref]

9. Cao, W. (2023). A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries. Frontiers in Psychology, 14, Article 1212056. https://doi.org/10.3389/fpsyg.2023.1212056 [Google Scholar] [Crossref]

10. Chalkiadakis, L., & Noguera, I. (2024). K-12 teacher’s appropriation of digital technologies and innovative instruction across EU: A scoping review. International Journal of Instruction, 17(1), 415–436. https://doi.org/10.29333/iji.2024.17122a [Google Scholar] [Crossref]

11. Cook, H., Apps, T., Beckman, K., & Bennett, S. (2023). Digital competence for emergency remote teaching in higher education: Understanding the present and anticipating the future. Educational Technology Research and Development, 71(1), 7–32. https://doi.org/10.1007/s11423-023-10194-4 [Google Scholar] [Crossref]

12. Dancsa, D., Štempeľová, I., Takáč, O., & Annuš, N. (2023). Digital tools in education. International Journal of Advanced Natural Sciences and Engineering Researches, 7(4), 289–294. https://doi.org/10.59287/ijanser.717 [Google Scholar] [Crossref]

13. Dei, D.-G. J. (2024). Promoting quality education through blended learning during and post COVID-19 pandemic. Quality Education for All, 1(1), 256–276. https://doi.org/10.1108/QEA-10-2023-0011 [Google Scholar] [Crossref]

14. El-Hamamsy, L., Monnier, E.-C., Avry, S., Chevalier, M., Bruno, B., Zufferey, J.-D., & Mondada, F. (2024). Modelling the sustainability of a primary school digital education curricular reform and professional development program. Education and Information Technologies, 29(3), 2857–2904. https://doi.org/10.1007/s10639-023-11653-4 [Google Scholar] [Crossref]

15. Frempong, G., & Kadam, R. (2022). Educational paradigm with Ubuntu mindset: Implications for Sustainable Development Goals in education. IntechOpen (book chapter). https://doi.org/10.5772/intechopen.104929 [Google Scholar] [Crossref]

16. Georgiou, D., Trikoili, A., & Kester, L. (2023). Rethinking determinants of primary school teachers’ technology acceptance during the COVID-19 pandemic. Computers and Education Open, 4, Article 100145. https://doi.org/10.1016/j.caeo.2023.100145 [Google Scholar] [Crossref]

17. Graham, C. R., & Halverson, L. R. (2023). Blended Learning Research and Practice. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of Open, Distance and Digital Education (pp. 1159–1178). https://doi.org/10.1007/978-981-19-2080-6_68 [Google Scholar] [Crossref]

18. Greene, M., Cheng, S., & Jones, M. (2023). Preservice teachers’ technology integration knowledge development in an online technology-based course. International Journal of Instruction, 16(4), 385–404. https://doi.org/10.29333/iji.2023.16423a [Google Scholar] [Crossref]

19. Hamid, M. F. A., Sahrir, M. S., Amiruddin, A., Yahaya, M. F., & Sha’ari, S. H. (2024). Evaluating student acceptance of interactive infographics module for Arabic grammar learning using the Technology Acceptance Model (TAM). International Journal of Learning, Teaching and Educational Research, 23(9), 121–140. https://doi.org/10.26803/ijlter.23.9.7 [Google Scholar] [Crossref]

20. Hayati, S., Armansah, Y., & Ismail, S. F. A. B. (2021). Teachers’ experiences on blended learning: A case study of a group of secondary school teachers in Malaysia and Indonesia. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 7(4), 767–777. https://doi.org/10.33394/jk.v7i4.4102 [Google Scholar] [Crossref]

21. Islam, R., & Abiona, O. (2023). Impact of remote learning on student performance and grade: A virtual world of education in the COVID-19 era. International Journal of Communications, Network and System Sciences, 16(6), 115–129. https://doi.org/10.4236/ijcns.2023.166009 [Google Scholar] [Crossref]

22. Jiang, X., Nam, B. H., Tian, X., & Jin, H. (2023). How to cope with emergency remote teaching for university academics: The case of a high-profile language university in China. SAGE Open, 13(1), Article 21582440231158026. https://doi.org/10.1177/21582440231158026 [Google Scholar] [Crossref]

23. Jie, A. L. X., & Kamrozzaman, N. A. (2024). The challenges of higher education students face in using artificial intelligence (AI) against their learning experiences. Open Journal of Social Sciences, 12(10), 362–387. https://doi.org/10.4236/jss.2024.1210025 [Google Scholar] [Crossref]

24. Kamrozzaman, N. A. (2025). Converging heutagogy, M-learning, and AI for sustainable language education: A fuzzy Delphi study. Edelweiss Applied Science and Technology, 9(9), 1600–1608. https://doi.org/10.55214/2576-8484.v9i9.10167 [Google Scholar] [Crossref]

25. Karaköse, T. (2020). Global education in the shadow of the novel coronavirus: Reflections on the impact of COVID-19 outbreak on education systems. Educational Process: International Journal, 9(4), 201–204. https://doi.org/10.22521/edupij.2020.94.1 [Google Scholar] [Crossref]

26. Kim, Y. O., Yun, S., & Sol, Y. H. (2023). Analysis of an “international teaching practicum” as a program for achieving “teacher agency” and strengthening “technological pedagogical content knowledge.” Frontiers in Education, 8, Article 1200092. https://doi.org/10.3389/feduc.2023.1200092 [Google Scholar] [Crossref]

27. Kundu, A., Bej, T., & Dey, K. N. (2021). Time to achieve: Implementing blended learning routines in an Indian elementary classroom. Journal of Educational Technology Systems, 49(4), 405–431. https://doi.org/10.1177/0047239520984406 [Google Scholar] [Crossref]

28. Lameky, V. Y. (2024). Digital transformation of learning organizations. The Learning Organization, 31(6), 1039–1041. https://doi.org/10.1108/TLO-09-2024-311 [Google Scholar] [Crossref]

29. LaTronica-Herb, A., & Karalis Noel, T. (2023). Understanding the effects of COVID-19 on P-12 teachers: A review of scholarly research and media coverage. Frontiers in Education, 8, Article 1185547. https://doi.org/10.3389/feduc.2023.1185547 [Google Scholar] [Crossref]

30. McIntyre, N. A. (2023). Access to online learning: Machine learning analysis from a social justice perspective. Education and Information Technologies, 28(4), 3787–3832. https://doi.org/10.1007/s10639-022-11280-5 [Google Scholar] [Crossref]

31. Sia, J. K.-M., Chin, W. L., Voon, M. L., Adamu, A. A., & Tan, S. C. K. (2023). Transitioning from online teaching to blended teaching in the post-pandemic era: What has COVID-19 taught us? Cogent Education, 10(2), Article 2282313. https://doi.org/10.1080/2331186X.2023.2282313 [Google Scholar] [Crossref]

32. Tate, T., & Warschauer, M. (2022). Equity in online learning. Educational Psychologist, 57(3), 192–206. https://doi.org/10.1080/00461520.2022.2062597 [Google Scholar] [Crossref]

33. Scherer, R., Siddiq, F., & Tondeur, J. (2018). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.013 [Google Scholar] [Crossref]

34. Mairal-Llebot, M., Orús, M. L., & Cosculluela, C. L. (2024). Challenges in achieving educational inclusion and development in the digital era: Analysis of emotions, barriers and perceived needs. Education and Information Technologies, 29(9), 11421–11443. https://doi.org/10.1007/s10639-023-12285-4 [Google Scholar] [Crossref]

35. Marshall, D. T., Pressley, T., & Love, S. M. (2022). The times they are a-changin’: Teaching and learning beyond COVID-19. Journal of Educational Change, 23(4), 549–557. https://doi.org/10.1007/s10833-022-09469-z [Google Scholar] [Crossref]

36. Mintii, I. S. (2023). Blended learning for teacher training: Benefits, challenges, and recommendations. Educational Dimension, 9, 1–12. https://doi.org/10.31812/ed.581 [Google Scholar] [Crossref]

37. Mulenga, R., & Shilongo, H. (2024). Hybrid and blended learning models: Innovations, challenges, and future directions in education. Acta Pedagogia Asiana, 4(1), 1–13. https://doi.org/10.53623/apga.v4i1.495 [Google Scholar] [Crossref]

38. Napitupulu, M. H., Muddin, A., Bagiya, B., Diana, S., & Rosyidah, N. S. (2024). Teacher professional development in the digital age: Strategies for integrating technology and pedagogy. Global International Journal of Innovative Research, 2(10), 2382–2396. https://doi.org/10.59613/global.v2i10.334 [Google Scholar] [Crossref]

39. Nong, W., Ye, J., Chen, P., & Lee, Y.-S. (2023). A study on the blended learning effects on students majoring in preschool education in the post-pandemic era: An example of a research-method course in a Chinese university. Frontiers in Psychology, 13, 962707. https://doi.org/10.3389/fpsyg.2022.962707 [Google Scholar] [Crossref]

40. Ortega-Ruipérez, B., & Correa-Gorospe, J. M. (2024). Active methodologies to enhance blended learning: Exploring the perceptions of pre-service teachers. International Journal of Instruction, 17(3), 117–136. https://doi.org/10.29333/iji.2024.1737a [Google Scholar] [Crossref]

41. Palikat, C. N., & Gruba, P. (2017). Evaluating the sustainability of tablet devices in blended learning. In ASCILITE 2017 Conference Proceedings (pp. 337–346). https://doi.org/10.14742/apubs.2017.779 [Google Scholar] [Crossref]

42. Pech, J. R., Ceme, H. A. E., Arceo, E. P. A., & Acosta, M. Z. (2023). Formación del profesorado durante la pandemia por COVID-19: Una revisión de literatura. Profesorado. Revista de Currículum y Formación del Profesorado, 27(3), 219–241. https://doi.org/10.30827/profesorado.v27i3.27886 [Google Scholar] [Crossref]

43. Pei, L., Poortman, C. L., Schildkamp, K., & Benes, N. E. (2024). Teachers’ and students’ perceptions of a sense of community in blended education. Education and Information Technologies, 29(2), 2117–2155. https://doi.org/10.1007/s10639-023-11853-y [Google Scholar] [Crossref]

44. Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481 [Google Scholar] [Crossref]

45. Qiang, S., & Zhang, L. J. (2023). Examining the relative effectiveness of online, blended and face-to-face teaching modes for promoting EFL teacher professional development. Porta Linguarum – Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, 2023(1), 15–30. https://doi.org/10.30827/portalin.vi2023c.29619 [Google Scholar] [Crossref]

46. Qolamani, K. I. B., & Mohammed, M. M. (2023). The digital revolution in higher education: Transforming teaching and learning. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 15(2), 837–846. https://doi.org/10.37680/qalamuna.v15i2.3905 [Google Scholar] [Crossref]

47. Rap, S., & Blonder, R. (2024). Technology acceptance when teaching climate change. Journal of Science Education and Technology, 34(3), 521–530. https://doi.org/10.1007/s10956-024-10125-9 [Google Scholar] [Crossref]

48. Rêgo, B. S., Lourenço, D., Moreira, F., & Santos-Pereira, C. (2024). Digital transformation, skills and education: A systematic literature review. Industry and Higher Education, 38(4), 336–349. https://doi.org/10.1177/09504222231208969 [Google Scholar] [Crossref]

49. Reznikova, A., Kudinova, T., Patuykova, R., Olomskaya, N., & Dyshekova, O. (2020). The “pandemic” period of the education system crisis: Peculiarities of the modern telecommunication systems and messenger’s implementation as alternative didactic platforms for the linguistic disciplines teaching. E3S Web of Conferences, 210, 18037. https://doi.org/10.1051/e3sconf/202021018037 [Google Scholar] [Crossref]

50. Rodríguez, M. S. (2023). Student engagement and motivation in post-pandemic higher education mathematics: A concept paper. Global Journal of Human-Social Science (G), 23(8), 1–8. https://doi.org/10.34257/GJHSSGVOL23IS8PG1 [Google Scholar] [Crossref]

51. Saadati, F., Medina-Jerez, W., & Fuenzalida, N. (2023). Teaching during the pandemic: The case of Chilean mathematics teachers. Journal of Technology and Science Education, 13(3), 901–918. https://doi.org/10.3926/jotse.2155 [Google Scholar] [Crossref]

52. Sadeck, O. (2022). Technology Adoption Model: Is use/non-use a case of technological affordances or psychological disposition or pedagogical reasoning in the context of teaching during the COVID-19 pandemic period? Frontiers in Education, 7, 906195. https://doi.org/10.3389/feduc.2022.906195 [Google Scholar] [Crossref]

53. Salirrosas, L. N. R. (2023). La nueva era de la competencia digital docente. Revista de Climatología, 23, 3275–3280. https://doi.org/10.59427/rcli/2023/v23cs.3275-3280 [Google Scholar] [Crossref]

54. Shurong, Z., & Song, J. (2021). What kind of support do teachers really need in a blended learning context? Australasian Journal of Educational Technology, 37(6), 116–129. https://doi.org/10.14742/ajet.6592 [Google Scholar] [Crossref]

55. Singh, M. K. M., Engchuan, K., & Noordin, N. A. (2022). Online learning satisfaction among tertiary learners in Malaysia and Thailand: Recommendations for post-COVID-19. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(10), e001800. https://doi.org/10.47405/mjssh.v7i10.1800 [Google Scholar] [Crossref]

56. Smestad, B., Hatlevik, O. E., Johannesen, M., & Øgrim, L. (2023). Examining dimensions of teachers’ digital competence: A systematic review pre- and during COVID-19. Heliyon, 9(6), e16677. https://doi.org/10.1016/j.heliyon.2023.e16677 [Google Scholar] [Crossref]

57. Süner-Pla-Cerdà, S., Öztürk, E., & Ünlü, C. E. (2024). Towards an integrative model of blended design studios: A multiple case study across architecture, design and planning education. Education and Information Technologies, 30(5), 7961–7984. https://doi.org/10.1007/s10639-024-12873-y [Google Scholar] [Crossref]

58. Tong, D. H., Uyen, B. P., & Lu, K. N. (2023). Blended learning in mathematics teacher education: A systematic review. International Journal of Emerging Technologies in Learning (iJET), 18(17), 196–214. https://doi.org/10.3991/ijet.v18i17.36985 [Google Scholar] [Crossref]

59. Trevisan, O., De Rossi, M., Christensen, R., Knezek, G., & Smits, A. (2023). Factors shaping faculty online teaching competencies during the COVID-19 pandemic. Educational Technology Research and Development, 71(1), 79–98. https://doi.org/10.1007/s11423-023-10197-1 [Google Scholar] [Crossref]

60. Uribe-Banda, C., Wood, E., Gottardo, A., Biddle, J., Ghaa, C., Iminza, R., Wade, A., & Korir, E. (2023). Assessing blended and online-only delivery formats for teacher professional development in Kenya. Cogent Education, 10(1), 2191414. https://doi.org/10.1080/2331186X.2023.2191414 [Google Scholar] [Crossref]

61. Valtonen, T., Eriksson, M., Kärkkäinen, S., Tahvanainen, V., Turunen, A., Vartiainen, H., Kukkonen, J., & Sointu, E. (2023). Emerging imbalance in the development of TPACK—A challenge for teacher training. Education and Information Technologies, 28(5), 5363–5383. https://doi.org/10.1007/s10639-022-11426-5 [Google Scholar] [Crossref]

62. Villanueva, J. A. R., Redmond, P., Galligan, L., & Eacersall, D. (2024). Investigating blended learning interactions in Philippine schools through the community of inquiry framework. Asia Pacific Education Review, 25(4), 813–828. https://doi.org/10.1007/s12564-023-09826-4 [Google Scholar] [Crossref]

63. Wahab, N. Y. A., Rahman, R. A., Mahat, H., Hudin, N. S., Ramdan, M. R., Razak, M. N. A., & Yadi, N. N. M. (2024). Impacts of workload on teachers’ well-being: A systematic literature review. TEM Journal, 13(3), 2544–2552. https://doi.org/10.18421/TEM133-80 [Google Scholar] [Crossref]

64. Wang, X., Niu, J., Fang, B., Han, G., & Ju-hou, H. (2025). Empowering teachers’ professional development with LLMs: An empirical study of developing teachers’ competency for instructional design in blended learning. Teaching and Teacher Education, 165, 105091. https://doi.org/10.1016/j.tate.2025.105091 [Google Scholar] [Crossref]

65. Wohlfart, O., & Wagner, I. (2024). Longitudinal perspectives on technology acceptance: Teachers’ integration of digital tools through the COVID-19 transition. Education and Information Technologies, 30(5), 6091–6115. https://doi.org/10.1007/s10639-024-12954-y [Google Scholar] [Crossref]

66. Ye, L., Kuang, M., & Liu, S. (2022). ICT self-efficacy, organizational support, attitudes, and the use of blended learning: An exploratory study based on English teachers in basic education. Frontiers in Psychology, 13, 941535. https://doi.org/10.3389/fpsyg.2022.941535 [Google Scholar] [Crossref]

67. Yusof, A. C., Chinnasamy, S., & Faizal, S. (2023). COVID-19 pandemic and online distance learning (ODL) issues among Malaysian secondary school teachers. International Journal of Academic Research in Business and Social Sciences, 13(4), 1707–1734. https://doi.org/10.6007/ijarbss/v13-i4/16677 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study