Blended learning in autism spectrum disorder: a systematic review of efficacy and implementation

Objectives To evaluate the pedagogical effectiveness of blended learning (BL) for children with autism spectrum disorder (ASD), examining its impact on academic achievement, social communication, and behavioral outcomes.Methods A systematic review was conducted following PRISMA 2020 guidelines. Four databases (PubMed, Web of Science, ERIC, and PsycINFO) were searched (April 2026), identifying 161 records. After screening, 10 studies (2006–2023) met inclusion criteria. Data extraction and quality appraisal using the mixed methods appraisal tool were performed independently by two reviewers.Results The 10 studies (approximately 468 participants) included randomized controlled trials, quasi-experimental, single-subject, and qualitative designs. BL enhanced skill acquisition through adaptive pacing (e.g. flipped classrooms), structured routines, and technology-assisted tools (visual schedules, mobile apps, iPads). Interventions combining human interaction with digital components—such as Snack Talk for mealtime communication and Moodle-based caregiver training—improved skill generalization across settings. However, challenges persist: inequitable technology access, insufficient educator training, and limited long-term efficacy data. The literature predominantly addresses mild-to-moderate ASD, neglecting severe cases and low-resource contexts. Methodological quality varied, with only one study rated low risk of bias.Conclusions BL represents a promising approach for ASD education, offering flexibility to address diverse learner profiles. Realizing its potential requires equitable resource distribution, educator capacity-building, longitudinal research, and innovations in sensory-friendly technologies to empower autistic learners in inclusive academic environments.