Exploring equity, diversity, and inclusion in blended learning: Trends and insights

Abstract

This study aims to explore the intersection of Blended Learning (BL) and Equity, Diversity, and Inclusion (EDI) to uncover how these critical educational concepts are addressed in academic literature. The BL model, which combines face-to-face and online learning, has the potential to reduce educational inequalities, promote diverse perspectives, and create inclusive environments. EDI principles focus on ensuring equitable access, diversity, and inclusion in education. Using bibliometric and content analysis, this study examines how BL and EDI are reflected in academic contexts, based on 89 articles from the Web of Science database. The analysis focuses on thematic trends, methodologies, theoretical frameworks, and the role of EDI within BL. We identified five themes: digital accessibility, inclusive pedagogical practices, cultural and gender diversity, and technology integration. Bibliometric analysis highlighted leading authors, influential articles, and emerging research trends, demonstrating the interdisciplinary and dynamic nature of BL and EDI. The findings emphasize BL’s potential to address challenges related to EDI, such as reducing digital divides and supporting disadvantaged groups. However, existing barriers, including limited digital access and technological infrastructure, constrain inclusivity. The study underscores the need for policy frameworks and educational practices that prioritize EDI principles. It also highlights the importance of adopting innovative approaches in the design and implementation of BL environments. Overall, BL can serve as a powerful tool to advance diversity and inclusion goals in education, but realizing this potential fully requires sustained research efforts, global collaboration, and targeted interventions