Title: Is the Spanish educational system ready for blended learning? Analysing pre-service primary education teachers' perceptions

Authors: Noelia Maria Galán-Rodríguez

Addresses: Department of DIDES and MIDES, Facultade de CC. Educación, Universidade da Coruña, Campus Elviña S/N, 15071 A Coruña, Spain

Abstract: Blended learning (BL) has taken a predominant role in the educational realm after the COVID-19 pandemic, which has led to significant adjustments in the educational system, being teachers the main enforcers of these changes. Taking into account the role future teachers have on this, the aim of this paper is to analyse pre-service Primary school teachers' perceptions of the challenges of implementing BL in the Spanish educational system using a mixed-method approach. Participants report a positive implementation of this approach in the system, but they mention lack of learner support in terms of interaction and feedback, as well as lack of self-autonomy by primary education students. Technological literacy and a possible digital breach are also considered in the implementation of BL. Furthermore, they emphasise the responsibility of the teacher in the selection and adaptation of the approach, their role as a social agent, and the need for technological training.

Keywords: BL; challenges; Spanish educational system; European Commission; perceptions; pre-service teachers; primary education; teacher training; teaching skills; technological literacy.

DOI: 10.1504/IJTEL.2025.143526

International Journal of Technology Enhanced Learning, 2025 Vol.17 No.1, pp.106 - 121

Received: 16 Nov 2023
Accepted: 04 Dec 2023
Published online: 30 Dec 2024 *

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