Blended learning practices in South African secondary school mathematics classrooms

Introduction The inclusion of blended learning in secondary school mathematics has gained prominence as teachers seek to cultivate 21st-century competencies alongside subject knowledge. This study explores how secondary Mathematics teachers implement blended learning to foster competencies such as critical thinking, collaboration, communication, creativity and digital literacy which are required in 21st century learning. Methods A qualitative interpretive research design was used to select a purposive sample of six secondary Mathematics teachers with experience in blended learning. Data were generated using semi-structured interviews, classroom observations and document analysis to capture teachers' views and classroom practices. Thematic analysis produced four key themes: blended learning practices, innovative assessment practices, development of 21st-century competencies, and contextual factors of the school. Results The findings reveal that the teachers perceived blended learning may enhance learner engagement, supporting differentiated instruction, and fostering self-directed and collaborative learning. In this study, digital tools were viewed as enabling interactive mathematical exploration and timely formative feedback. The teachers who took part reported that innovative assessment approaches within blended learning environments allowed for more authentic evaluation of learners competencies. Discussion Participants emphasised that the success of blended learning is shaped by contextual factors including technological infrastructure, leadership supports, learner digital readiness, and access to resources. The study concluded that while teachers perceived blended learning as a valuable approach to advancing 21st -century competencies in secondary Mathematics classrooms, its effectiveness depends of pedagogical intentions and supportive school conditions. These findings have implications for teacher professional development and policy implementation.