Implications of Blended learning for university students: A systematic review

Abstract

The objective of this study was to analyze the implications of blended learning for university students. To this end, a systematic review was conducted using the PRISMA method. The inclusion criteria included the keywords in English and Spanish: “blended learning” AND “students.” The Scopus and SciELO databases were consulted, considering only open-access articles in both languages published between 2020 and 2025. Restricted access or paid articles were excluded. The search yielded a total of 380 articles in Scopus and 119 in SciELO; after applying the selection criteria, 10 articles from Scopus and 11 from SciELO were analyzed, for a total of 21 studies. The analysis concludes that the success of online learning is closely linked to principles of social justice, highlighting the relevance of blended learning as an inclusive and adaptable alternative in the current educational context. This modality promotes learning experiences characterized by active participation, collaboration between teachers and students, and the strengthening of autonomy in learning. It also facilitates adaptation, reinforces self-efficacy, and encourages more disciplined study habits. Strategies such as ideolecciones with lightboards, integrated into a blended model, showed significant improvements in academic performance and promoted individualized learning trajectories. The importance of the quality of digital materials and the student's ability to manage their autonomous learning is also highlighted. Finally, educational technologies such as HyFlex, Zoom, and Canvas were positively evaluated, especially when implemented with constructivist approaches aimed at enhancing active learning and a visual theoretical model.