Abstract Significant shifts in the higher education sector during 2020 required the adoption of flexible learning modalities. In response, the University of Suffolk implemented a blended learning approach, incorporating both online and face‐to‐face delivery. Notably, the university became the first UK higher education institution to implement an intensive delivery mode for undergraduate courses. We employed qualitative thematic analysis to explore the lived experiences of eight psychology educators through two focus groups, focusing on intensive and blended teaching andragogy. Our findings reveal that intensive delivery positively influences both learners and educators by enhancing knowledge focus and providing rapid, actionable feedback. However, it also presents challenges, such as increased time constraints, limited accessibility, and negative effects on wellbeing and skill development. Similarly, blended approaches yielded mixed outcomes: while it improves educator wellbeing, flexibility and inclusivity, it can also reduce learner social wellbeing and engagement. We offer several recommendations for institutions considering a move to intensive delivery, emphasising the importance of addressing the challenges. However, as our findings are limited to the educators' perspectives, we advocate for future research incorporating learner experiences through both qualitative and quantitative methods. Context and implications Rationale for this study : Due to a lack of focus from educators' perspectives, this UK study explores educators' experiences and evaluation of blended and intensive learning. Why the new findings matter : Findings reveal the importance of educator experiences in blended and intensive teaching models for educators and learners, emphasising the need for well‐considered andragogies that support engagement, adaptability and outcomes. Implications for educational institutions, policymakers, educators and learners : The research informs UK higher education institutions in evaluating and refining teaching structures to align with course requirements and learner needs. Insights can guide institutions in adopting evidence‐based best practices to enhance student learning experiences and educator effectiveness. Additionally, findings can guide policymakers in developing appropriate teaching delivery strategies for diverse learners and educators. Well‐considered andragogy may also benefit prospective and current learners by fostering engagement, social connectedness, and supporting better learning outcomes. Institutions can use these findings to implement adaptive teaching models that improve flexibility, accessibility, and overall educational quality, ensuring a more effective and inclusive higher education environment.
Coe et al. (Mon,) studied this question.