Examining the Key Actors’ Perceptions on the Adoption of Blended Learning in Higher Education in Mali and Burkina Faso

This qualitative study explores key actors’ perceptions of adopting blended learning in higher education in Mali and Burkina Faso. Blended learning, which combines face-to-face instruction with online methods, is increasingly adopted worldwide for its potential to improve educational outcomes and flexibility. The research involved 100 participants in higher education, including administrators, instructors, and purposefully selected students—using document reviews, observations, and interviews at universities in both countries. Findings reveal that blended learning enhances student engagement and academic performance through interactive and personalised experiences. However, challenges such as infrastructure deficits, digital literacy gaps, socio-cultural resistance, and inadequate support systems were also identified. The study recommends improving internet connectivity, implementing digital literacy programs, involving key actors, and developing context-specific models to ensure accessible, effective, and sustainable blended learning. Overall, the findings underscore the importance of addressing these challenges to enhance educational quality and outcomes.