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PurposeBlended learning (BL) is becoming more popular as a method of welcoming a progressively diverse range of students while adding value to the learning environment through the integration of online teaching resources. However, BL's approach of combining online instruction with conventional classroom strategies has received attention and expressed reservations over the years. While several research works have been conducted and draw attention to the global challenges of the BL mode of delivering instruction in BL's entirety, there is still no full idea of the challenges and prospects that exist regarding teacher educators' usage of the approach in higher education institutions (HEIs) in the context of developing countries. As a result, this study investigates the prospects and challenges of BL implementation in HEIs from the perspective of educators.Design/methodology/approachDrawing from the technology acceptance model (TAM), qualitative research methods and semi-structured interviews were used to gather insights from 10 educators. The data were analyzed using a thematic data analysis technique to arrive at the outcome of the study.FindingsThe findings reveal that educators deeply comprehend the BL approach and perceive the approach's effectiveness in delivering instruction and student learning. Conversely, educators' challenges are inadequate technology resources, poor internet connections, inadequate professional development training and a dearth of incentives. The study has implications for theory, research, policy enactment and practice regarding the improvement of the BL agenda in HEIs.Originality/valueThe explanatory framework presented here is the qualitative approach to the study of themes regarding the perceptions, prospects and challenges educators experience in their use of the BL approach in teaching and learning in the HEIs.

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This study was premised on the Community of Inquiry model and a qualitative method approach was used with an online individual semi-structured interview protocol as the data collection instrument to collect and analyse data gathered from the respondents’ individual interviews. A case study design was used with six participants (3 lecturers and 3 students) being sampled. The participants comprising three (3) Mathematics education lecturers, and three (3) Mathematics education students (preservice teachers) either in the first, second or third year of study in Mathematics education. Interviews were conducted online with the participants through Skype and Zoom. A thematic analysis was used to identify themes and patterns. The findings of the study revealed that the participants, understanding the use of social media, have transformed their teaching and learning in higher education institutions. Apart from making the shift from face-to-face teaching to teaching online using a technology-based independent mode to continue teaching in the Covid-era, lecturers have experienced academic well-being through a change in their pedagogy and teaching approaches as Mathematics lecturers. This change has ensured that students are exposed to a more student-centred approach through the use of social media platforms which has enhanced students’ learning of Mathematics. Recommendations are made.