Abstract

Background: With the growing integration of technology in education, the adoption of blended learning (b-learning) has gained attention. B-learning combines traditional classroom teaching with online components, holding potential to enhance student outcomes and educational efficiency. Yet, current research predominantly concentrates on higher education institutions in urban areas, creating a void in understanding its impact on K-12 education, particularly in rural settings. Objectives: This qualitative study aims to propose recommendations for successful implementation of blended learning in rural K-12 areas by addressing the key stakeholders influencing its adoption and identifying the main factors affecting its success. Methods: We performed a content analysis of grey literature documents detailing the implementation of b-learning in K-12 education. Additionally, interviews with crucial stakeholders such as teachers, principals, and experts in rural schools in South America provide insights into the challenges and prospects of b-learning adoption in these contexts. Results and Conclusions: The study identifies pivotal stakeholders for effective b-learning implementation, outlining their roles and addressing challenges inherent in rural settings. Recommendations for enhancing b-learning's implementation in developing countries are also proposed. The research underscores the significance of involving diverse stakeholders such as governmental bodies, school leaders, educators, students, and families to ensure a holistic and efficient approach to blended learning. © 2024 John Wiley & Sons Ltd.