Asian Journal of Education and Social Studies

This study explores the implementation and perception of blended learning (BL) within preschool psychology courses, addressing a critical gap in educational research. Despite the recognized benefits of BL, such as flexibility and autonomy, there is limited empirical research focusing on its application in preschool psychology—a field identified as underexplored by previous studies. This research aims to deepen the understanding of BL's effectiveness and challenges in this specific context. Utilizing a purposive sampling method, the study gathered qualitative data from students who completed a 16-week blended course. The findings reveal that while students appreciate the flexibility and diverse resources offered by BL, they face challenges related to structured scheduling, immediate feedback, and technological integration. These challenges often lead to feelings of overwhelm and isolation, underscoring the need for improved support systems. The study discusses the importance of fostering community and social interaction within BL settings, proposing solutions such as virtual collaboration tools and online social events. By aligning with existing literature and addressing identified gaps, this research provides actionable insights for enhancing BL models. The study concludes that refining BL environments to include structured interactions and technological support can significantly improve student engagement and learning outcomes. These findings have important implications for educators and policymakers aiming to optimize BL strategies, particularly in the evolving post-COVID educational landscape.