Hybrid, Remote, and Blended Learning Models: Their Effectiveness, Student Adaptation, and Long-Term Impact on Female Teacher Trainees

Author(s)	Ms. Manpreet Kaur, Ms. Veerinder Kaur, Ms. Sukhpal Kaur
Country	India
Abstract	The integration of hybrid, remote, and blended learning in teacher education has emerged as an essential response to evolving educational demands. This study explores the effectiveness, adaptability, and long-term impact of such models on female B.Ed students at Mata Sundri Girls College of Education. During the 2024–2025 academic year, the college introduced a hybrid learning framework complemented by digital innovations—recorded teaching clips, digital resource libraries, and virtual mentorship sessions. This narrative case study, based on mixed-method feedback and institutional observations, reveals enhanced learning flexibility, technological confidence, and equitable participation. Findings highlight how inclusive, digitally supported pedagogy strengthens professional readiness and institutional innovation in teacher education.
Keywords	hybrid learning, blended learning, teacher education, female learners, digital pedagogy, equitable access, institutional innovation
Published In	Volume 7, Issue 4, July-August 2025
Published On	2025-08-23
DOI	https://doi.org/10.36948/ijfmr.2025.v07i04.53922

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International Journal For Multidisciplinary Research