Analyzing the Implementation of Mindsets and Qualities Competencies within the iNACOL Blended Learning Framework at College Level in Pakistan: The Role of Online Literacy in Enhancing Learning Outcomes

Abstract

Blended learning, which integrates traditional face-to-face instruction with online learning components, has grown in importance in enhancing learning outcomes. Despite its potential, successful implementation is often hindered by the mindsets and qualities competencies of teachers. This study aimed to analyze the current status and level of implementation of teachers’ mindsets and qualities competencies mentioned in “The International Association for K-12 Online Learning” (iNACOL) framework at college level in Pakistan and to analyze the role of online literacy in enhancing educational outcomes. This research uses quantitative approach. 206 college teachers were selected randomly. Standards of mindsets and qualities domains listed in the iNACOL Blended Learning Teacher Competency Framework were used as an adapted questionnaire with 16 statements on a 5-point Likert scale. Data was analyzed by using mean and frequency of responses. The results indicate a large number of college teachers in Pakistan have changed their traditional mindsets as they have new visions for teaching and learning. While qualities competencies are at neutral level as these are not fully implemented. It is recommended to Implement targeted professional development workshops focused on qualities competencies, providing teachers with practical strategies to incorporate these elements into their instruction. It will enhance teachers’ skills and ultimately leading to more effective blended learning environments.