Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
Abstract
This study aimed to provide a conceptual explanation and comparative analysis of blended learning through a qualitative meta-synthesis. The data comprised 18 Persian theses (8 doctoral and 10 master’s theses, 1390–1403 Solar Hijri) and 15 international theses (2020–2025), selected through purposive sampling according to criteria including novelty, thematic relevance, and quality. Data were analyzed using Roberts’ six-stage model through three levels of coding—initial, axial, and main themes—followed by synthesis, interpretation, and comparison of the findings. To enhance credibility, two researchers independently coded both datasets, and three specialists in the field reviewed the findings and the final model. Comparative results showed that both datasets emphasized the conceptual aspects of blended learning, while philosophical, ethical, and cultural dimensions received limited attention. Although assessment of blended learning was addressed, it lacked an adequate theoretical foundation. Domestic research revealed neglect of futures studies and an absence of scenario building, whereas international studies paid greater attention to infrastructure, implementation challenges, and longitudinal research. Based on the comparative analysis of the domestic and international datasets, a comparative systems model was developed across three layers: input, process, and output. The model clearly revealed the gap between the philosophical, theoretical, and practical dimensions of blended learning. The study dimensions of blended learning. The study also emphasizes the need to redefine its philosophical dimensions, and integrate futures studies to guide educational innovation and improve the quality of blended learning.
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Musavian, S., norouzi, S. & taghizade, A. (2026). An Analytical Inquiry into Blended Learning: A Comparative Synthesis of Educational Research. Journal of Educational Sciences, 33(2), 85–102. https://doi.org/10.22055/edus.2025.49691.3766
MLA
Musavian, S., norouzi, S., & taghizade, A. "An Analytical Inquiry into Blended Learning: A Comparative Synthesis of Educational Research", Journal of Educational Sciences, 33, 2, 2026, 85–102. doi: 10.22055/edus.2025.49691.3766
HARVARD
Musavian, S., norouzi, S., & taghizade, A. (2026). 'An Analytical Inquiry into Blended Learning: A Comparative Synthesis of Educational Research', Journal of Educational Sciences, 33(2), pp. 85–102. doi: 10.22055/edus.2025.49691.3766
CHICAGO
Musavian, S., norouzi, S. & taghizade, A., "An Analytical Inquiry into Blended Learning: A Comparative Synthesis of Educational Research." Journal of Educational Sciences, 33 2 (2026): 85–102, doi: 10.22055/edus.2025.49691.3766
VANCOUVER
Musavian S., norouzi S., taghizade A. An Analytical Inquiry into Blended Learning: A Comparative Synthesis of Educational Research. JES. 2026;33(2):85–102 (In Persian). doi: 10.22055/edus.2025.49691.3766
