Challenges and Adaptations: A Case Study of Teacher Experiences with Blended Learning after the Pandemic

Abstract

Background: The COVID-19 pandemic forced a global experiment in remote education, creating an unprecedented opportunity to examine the long-term integration of digital tools in teaching. This qualitative case study explores how teachers at an international school in Johor Bahru, Malaysia, perceived and adapted to blended learning during and after the pandemic. Using semi-structured interviews and reflective journals from 10 primary teachers, data were analyzed thematically through the lenses of the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework. Findings indicate a significant evolution in teacher perceptions, transitioning from initial resistance and anxiety toward growing confidence and recognition of digital tools' pedagogical value. Key challenges persisted, including technical infrastructure issues, student engagement, and increased workload. Despite these, teachers strategically sustained a core repertoire of digital tools for formative assessment, collaboration, and feedback, embedding them into post-pandemic practice. Institutional support, through targeted training and professional learning communities, was a critical enabler for this transition; however, a gap remained in long-term, pedagogy-focused professional development. The study concludes that the pandemic served as a catalyst for a durable digital transformation, where blended learning has become a sustained element of instructional practice. To ensure its continued success, school leaders must invest in robust infrastructure, advanced pedagogical training, and supportive leadership to ensure blended learning is both high-quality and equitable.