Abstract
Blended learning, known as hybrid learning is an educational approach that combines face-to-face classroom instruction with online learning components. Despite it being a viable model to enhanced learning outcomes, Nigeria polytechnics particularly those in the South-South region, remain slow in adopting blended learning due to infrastructural deficits, digital literacy gaps, and limited institutional support. This study examined the state of blended learning in polytechnics within the South-South of Nigeria, investigating the perceptions of teachers and students, institutional readiness, and the challenges inhibiting effective adoption. The study is a mixed method research which adopted responsibilization theory as its theoretical underpinning. Using a mixed-method research design that combined surveys, interviews, and observations across selected polytechnics in Delta, Rivers, Edo, Bayelsa, Cross River, and Akwa Ibom States, the paper argued that blended learning is indispensable to the future of Nigerian polytechnic education in the digital age. It recommended that institutions should integrate blended learning into their curricula, prioritize ICT infrastructure, provide digital training for staff and students, and develop collaborative partnerships with industries and technology providers. Ultimately, the paper concluded that blended learning is not only a pedagogical necessity but also a strategic pathway to positioning Nigerian polytechnics for global competitiveness.
Keywords: Hybrid, education, polytechnics, South-South Nigeria, Education, responsibilization, attitude, teachers
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