Teacher education in the twenty-first century is witnessing significant transformation due to rapid advancements in information and communication technology (ICT) and the growing adoption of blended learning models. Blended learning, which integrates face-to-face teaching with digital tools and online pedagogy, has emerged as a flexible and learner-centered approach for preparing future teachers. This theoretical paper offers a conceptual analysis of blended learning in teacher education, with special reference to the policy directions of India’s National Education Policy (NEP) 2020. Drawing on international literature and policy documents, the paper explores the theoretical foundations of blended learning, its relevance to pre-service teacher education, and its alignment with the reform agenda of NEP-2020. It highlights both opportunities and challenges in implementing blended learning within Indian teacher education institutions. The discussion emphasizes the potential of blended learning to enrich curriculum, strengthen digital pedagogy, and align Indian teacher preparation with global practices, while also identifying systemic constraints such as the digital divide and limited capacity among teacher educators. The paper concludes with recommendations for curriculum reform, faculty development, and institutional readiness to successfully integrate blended learning in B.Ed. programmes.
Vijay Laxmi (Sat,) studied this question.