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Holistic Tertiary Education: A Case Study of Sustainable Blended Learning in Mauritius
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Abstract
The Covid-19 occurrence has transformed the educational scenarios on both the international and national levels, from the nursery to higher education learning milieu. The Covid-19 pandemic created a landscape in tertiary education that transitioned from traditional teaching methods to a more holistic, blended, and sustainable learning model to cater for the needs of public and private tertiary education institutions in Mauritius. Holistic education is concerned with the connections between mind and body, linear thinking and intuition, and individual and community (Miller, 2007) with the aim of fostering an inclusive and spiritual approach to learning at the tertiary level. Aligned to holistic modalities, the integration of technology-based learning within the traditional university environment provides for flexibility, inclusivity, and adaptive approaches. This research examines the effectiveness of blended learning modalities in tertiary education and its impact on the wholesome development of learners in Mauritius. It further explores the pedagogical strategies and tools which could be employed to enhance and sustain high quality holistic blended learning at tertiary levels. Besides, it investigates how a blended holistic approach enables bridging the digital divide gaps, ensuring that learners from diverse learning profiles, age groups, and skills are not left behind in their tertiary educational endeavors. This research study draws on quantitative research methodology to collect data, through an online questionnaire consisting of multiple choice, open-ended, short answer, and Likert scale questions, documenting the responses from the random sample population of 377 respondents, inclusive of learners and tutors at five public and five private Mauritian tertiary institutions. The study’s findings unravel that despite the expansion of blended learning systems, the tertiary educational institutions still need to address the many challenges - accessibility to internet, technological resources, and adaptive devices, the urgency to reinforce the professional development training for tutors, the review of curriculum development and implementing innovative pedagogical approaches to facilitate its sustainability. Therefore, this research recommends the implementation of differentiated blended instructions to enhance learner engagement and motivation while catering to diverse learner profiles.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 1071
Subject
Country
Mauritius
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)