• DR. SHAZIA AMANI

The shift toward digital education, particularly in the wake of the COVID-19 pandemic, has accelerated the adoption of blended learning across educational institutions in India. The goal is to carefully mix online and face-to-face (F2F) methods to help future teachers learn better, become comfortable with technology, and be ready for today's diverse classrooms. This approach further aims to provide a complete learning experience, preparing Bachelor of Education (B.Ed.) graduates to be effective and adaptable educators in a world that increasingly relies on digital tools. In the context of the undergraduate B.Ed. program, it should be more redefined in pedagogical delivery by integrating both F2F and online modes. This paper examines how blended learning is being implemented in B.Ed. programs so that its practices align with policy mandates such as the National Education Policy (NEP) 2020 and guidelines set forth by the National Council for Teacher Education (NCTE). It further explores the integration of blended learning within the B.Ed. course in India, focusing specifically on its ratio and distribution in both pedagogical and practicum components.

Blended Learning, B.Ed., Teacher Education, NEP 2020, NCTE, Hybrid Teaching, Digital Pedagogy

"Blended Learning in the Pedagogical Components of the B.Ed. Curriculum: A Study", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 6, page no.j400-j405, June-2025, Available :http://www.jetir.org/papers/JETIR2506948.pdf

"Blended Learning in the Pedagogical Components of the B.Ed. Curriculum: A Study", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 6, page no. ppj400-j405, June-2025, Available at : http://www.jetir.org/papers/JETIR2506948.pdf