Navigating Educational Disruptions: Blended Learning as a Lifeline for Teacher Education in Nigeria

Abstract

Crises in Nigeria, marked by instability and conflict, significantly disrupt educational systems, particularly in the training and development of future teachers. These disruptions often lead to school closures, displacement, and a breakdown in communication, making traditional teacher education challenging. In this context, blended learning, which combines online tools with face-to-face instruction, emerges as a crucial approach to maintaining the continuity and quality of teacher education in Nigeria. This study explores how blended learning can be effectively applied during crises in Nigeria to support the development of future educators. It examines strategies and tools that have been successfully used to address challenges such as restricted access to educational facilities, limited mobility, and safety concerns. Additionally, the research identifies barriers to the adoption of blended learning in Nigeria, including issues with digital infrastructure, access to technology, and varying levels of digital literacy among educators. The study advocates for the integration of blended learning as a permanent feature in Nigeria's teacher education programmes, supported by policies that promote digital equity, technology investment, and ongoing professional development. Ultimately, the research highlights blended learning as a flexible, scalable solution that can enhance the resilience and adaptability of teacher education in Nigeria, ensuring its continuity and effectiveness during crises.