The rapid integration of digital technology in higher education has transformed traditional teaching–learning processes. Blended learning, which combines face-to-face instruction with online learning components, has emerged as a significant instructional approach in undergraduate education, especially in the post-COVID period. The present study aims to examine the extent of blended learning practices in undergraduate colleges and to analyse their influence on student engagement. Using a descriptive survey method, data were collected from 400 undergraduate students belonging to Arts and Science streams. Standardised questionnaires were used to measure blended learning practices and student engagement. Statistical techniques such as mean, standard deviation, t-test and correlation were employed for data analysis. The findings reveal that blended learning has a positive and significant influence on student engagement. The study highlights important educational implications for improving teaching effectiveness in higher education.
SUSMITA MALLICK (Tue,) studied this question.