Blended learning in Yemen: A systematic review of key themes, emerging trends, and future directions

Abstract

The landscape of higher education in Yemen is undergoing transformation, driven by protracted conflict and infrastructural collapse. In this context, Blended Learning (BL) has emerged as a potential yet challenging solution to ensure educational continuity. This study presents a systematic literature review (SLR) to analyze the state of BL in Yemeni higher education. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a comprehensive search yielded an initial 582 records, which were systematically screened, resulting in 8 empirical studies for in-depth analysis. Thematic synthesis of these studies revealed three core themes: (1) Pervasive Technological and Infrastructural Barriers, including unreliable electricity, poor internet connectivity, and lack of access to devices; (2) Challenges in Pedagogical Adaptation and Student Engagement, highlighting difficulties in shifting from traditional teacher-centric methods to student-centered blended pedagogies; and (3) Deficiencies in Institutional Readiness and Policy, indicating a significant gap in strategic planning, faculty training, and supportive policies. The discussion interprets these findings through the lens of the Technology Acceptance Model (TAM) and the Community of Inquiry (CoI) framework, contextualizing Yemen's unique challenges against global BL research. The study proposes a research agenda and policy recommendations to support a resilient BL ecosystem in Yemen.

Keywords

• Systematic Review
• Blended Learning
• Themes
• Emerging Trends
• Education in Yemen

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