Abstract

Blended learning, which mixes traditional face-to-face teaching with digital methods, has gained increasing prominence in contemporary teaching. This article reviews recent tendencies and lines of development in the use of blended learning in a variety of educational levels and curricular areas. Based on the literature produced from 2009 to 2025, this study describes how blended learning can increase academic achievement, student engagement, and the development of 21st-century skills such as problem-solving, collaboration, and advanced media and tech. Particular focus is placed on how the COVID-19 pandemic helped speed up the transition to technologically assisted learning environments. The research also grapples with topics involving institutional infrastructure, teacher preparedness, and access equity in low-resource settings. It also reviewed advances in discipline-specific applications and the increased use of adaptive technologies to individualize instruction. The research revealed a lack of research in longitudinal impact analysis, pedagogy and knowledge retention, and AI. Based on current research findings and suggestions for future developments, the paper provides actionable recommendations for educators, policymakers, and institutions to improve blended learning strategies in an inclusive and sustainable way.