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Emerging technologies and the digital transformation in society have changed the way teaching and learning take place. Therefore, techno-pedagogical content knowledge has become an integral approach in modern teaching and learning. This chapter explores issues related to blended teaching and learning in higher education and highlights the challenges and opportunities it possesses. This chapter also outlines how to overcome challenges to provide effective teaching and learning by exploring literature. Moreover, it categorizes challenges for discussion to identify possible solutions and outlines recommendations. In support of evidence, a case study approach was used along with a review of the literature to draw evidence for a wide range of best practices. According to the findings, the blended teaching and learning model allows students to learn freely, demonstrate their learning in a variety of ways, and develop crucial knowledge, skills, and attitudes that will help them become lifelong learners.

Using a qualitative research methodology, informed by Bauman's theorisations of the messiness and uncertainties of the globalised world, this chapter articulates the voices of some young Bangladeshi students. It intervenes by attaching sociological meaning to their worldviews. The findings of the chapter suggest that young Bangladeshi students are motivated for overseas education as they find that the quality of higher education in Bangladesh is not meeting the requirements of the national and international job sectors. In this case, globalising forces play a vital role in developing their perception regarding (un)employability and (un)employment issues so that they become physically mobile. This chapter argues to contribute to the policy formulation for higher education for future global citizens, focusing on the employment and employability of young people by articulating the critical analysis of neoliberal practices in the globalised world.

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