Reimagining Educational Equity Through Blended Learning Design: A Multi-dimensional Assessment of Access, Engagement, and Achievement in University Settings

Abstract

This study developed a multi-dimensional framework to assess educational equity in blended learning environments across five public universities. The mixed-methods longitudinal research engaged 1,236 undergraduate students, examining interconnections between digital access, engagement patterns, and achievement outcomes. Results revealed substantial disparities, with 43% of rural students and 38% of first-generation students experiencing significant access barriers. Achievement gaps varied dramatically by course type, reaching 17.1 percentage points in technology-intensive courses compared to 6.3 points in conceptual courses (d = 1.12 vs. 0.43). Path analysis identified cascading effects where initial access challenges translated into reduced engagement and persistent achievement deficits. The framework enables targeted interventions at critical junctures where institutional support can disrupt disadvantage cycles. These findings demonstrate that achieving educational equity requires comprehensive approaches beyond technology provision, encompassing pedagogical adaptation, social support systems, and recognition of differential impacts across learning contexts.