Abstract:

This paper presents a successful institutional strategy for blended learning transformation implemented at the Technological University of Uruguay (UTEC), a public university with a mission to democratise access to higher education in historically underserved regions. Between 2021 and 2025, UTEC has scaled blended learning from isolated pilot initiatives to a structured, strategic model that now underpins a majority of its academic programmes. This transformation has been spearheaded by the Centre for Digital Transformation in collaboration with academic leadership, underpinned by an institutional vision that sees educational technology as a lever for equity, inclusion, and innovation.

The experience shared in this presentation focuses on the design and implementation of UTEC’s blended learning framework—known internally as the EDA model (Experiencias Digitales de Aprendizaje)—which integrates instructional design principles, technopedagogical coaching, and strategic use of digital tools. The initiative emphasises skill-building for educators, the development of reusable digital learning resources, and the integration of formative assessment strategies within hybrid environments.

Key outcomes include:
(1) the redesign of over 58,8% of subjects to align with the blended model,
(2) increased student engagement in rural areas through asynchronous and mobile-first access,
(3) a measurable rise in faculty confidence with digital pedagogies.

These advances have been supported by institutional governance frameworks, a matrix of digital competencies tailored to the UTEC.

The presentation will share lessons learned, institutional challenges, and replicable strategies for scaling blended learning in low-density, public university systems. It also reflects on the cultural shift required to move from digital access to meaningful digital learning, proposing a people-first approach that positions educators and students as co-constructors of a digitally enhanced university.

This contribution aims to inspire other institutions seeking to balance technological innovation with regional commitment, offering a concrete model of blended transformation anchored in equity, adaptability, and pedagogical quality.

Keywords:

Blended learning, scalability, technopedagogy.