Equity in Blended Learning Through a Proposed Framework: Integrating Equitable Gaps with Lived Experiences

Higher education in 2025 predominantly uses blended learning for course delivery, thereby merging digital platforms with conventional teaching methods. Whilst blended learning has become the ‘new normal’ in higher education post-covid, issues of equity can easily be overlooked. Many frameworks have been used over the past twenty years to guide the creation and understanding of blended learning systems. However, students and staff have recently highlighted the need to explicitly address issues of equity, access and justice. This paper examines five existing frameworks through the lens of equity and proposes a new and modified framework to improve blended learning settings in higher education. Through a comparative analysis of five blended learning frameworks as well as qualitative data from students and staff at a Western Australian university, this paper identifies primary obstacles and potentials for integrating equity and social justice into blended learning systems. Emerging from these obstacles and potentials is a proposed framework which includes equity as a core and essential subsystem. Together with other common subsystems, the proposed model aims to deliver an extensive framework to assess all aspects of blended learning implementation. Equity will be placed at the centre of blended learning design and delivery, enabling educators to consider equity in the development of their courses. By designing diverse, inclusive, and accessible content, courses and units of work can be culturally and contextually responsive to a variety of learners. By planning and delivering ongoing, professional development for staff, universities can build the skills, knowledge and confidence of academic staff in inclusive and equitable blended learning.