TEACHER PREPARATION FOR IMPLEMENTING BLENDED LEARNING MODELS IN INDIGENOUS EDUCATION

Abstract

Blended learning has emerged as a promising pedagogical approach that combines face-to-face instruction with digital learning environments. In Indigenous education contexts, however, the adoption of blended learning requires careful consideration of cultural values, community knowledge systems, and historical inequities in education. This chapter explores the preparation of teachers for implementing blended learning models in Indigenous education in culturally responsive, ethical, and sustainable ways. Drawing on Indigenous pedagogical principles, culturally responsive teaching frameworks, and contemporary blended learning theories, the chapter examines the competencies teachers need, the challenges they face, and the strategies that can support effective implementation. The discussion emphasizes the importance of community engagement, Indigenous epistemologies, digital equity, and reflective teacher practice. The chapter concludes by offering recommendations for teacher education programs and policymakers to strengthen blended learning initiatives that empower Indigenous learners while preserving cultural integrity.