EXPLORING BLENDED LEARNING: INTEGRATION OF TECHNOLOGY AND ACTIVE METHODOLOGIES FOR MEANINGFUL AND INNOVATIVE LEARNING

Abstract

This study investigates the integration between blended learning and active methodologies in the Brazilian educational context, aiming to understand their impact on the promotion of meaningful learning. The research adopted a mixed approach, combining quantitative analysis of data collected through online questionnaires applied to 1,500 educators and 3,000 students from 50 higher education institutions, with qualitative analysis of 100 in-depth interviews and 20 case studies. The results revealed a growing adoption of these approaches, with 78% of participating institutions implementing blended learning in the last three years. A significant positive impact on student motivation and autonomy was observed, with 72% reporting increased engagement. The development of skills such as critical thinking and collaboration has been notably improved. Persistent challenges include teacher resistance, the need for investments in infrastructure and curricular adaptation. Successful strategies involved continuing education, creation of flexible spaces, and gradual implementation. The research identified the need for educational policies that foster pedagogical innovation, investments in technology and teacher training. It was concluded that the integration between blended teaching and active methodologies offers a promising path for educational transformation, demanding, however, a critical and contextualized approach. This study contributes to the advancement of knowledge about pedagogical innovations, providing valuable insights for educators, managers, and educational policymakers in Brazil.