Reflections on Blended Learning Implementation in Zambia: Insights from an E-portfolio-Informed Autoethnographic and Reflexive Thematic Analysis

Blended learning refers to the purposeful integration of face-to-face and online learning experiences to create more flexible and effective educational environments. This reflective case study explored the implementation of a blended learning programme in a medical-related science discipline in Zambia. The study was grounded in analytic autoethnography and guided by Gibbs’ Reflective Cycle to analyse reflective e-portfolio data. Eight themes emerged from the analysis. The blended model expanded access for working professionals through evening and weekend online sessions. Flipped learning strategies and the Community of Inquiry (CoI) framework enhanced teaching presence and learner engagement. Additionally, offline modules and Open Educational Resources (OERs) helped maintain learning continuity and support of student autonomy during internet disruptions. However, the study also uncovered challenges such as internet connectivity, financial constraints, limited digital literacy, and absence of structured onboarding to the online learning management system that undermined equitable participation. Additionally, the demands of balancing work, study, and care-giving responsibilities placed a heavy burden on learners, particularly women. The findings suggest that when blended learning is structured around the Community of Inquiry (CoI) framework, it holds transformative potential for educational delivery. However, its success depends on responsive learning designs that incorporate student’s contexts.