Exploring modelling techniques in dynamical systems using differential equations

Abstract

Face-to-face and blended learning in higher education has become increasingly relevant due to rapid advances in information and communication technologies (ICT). This study analyses the effectiveness of these educational approaches, with a particular focus on the essential role played by ICT in their implementation. Through a comprehensive literature review, both emerging trends and current challenges related to hybrid and face-to-face learning are addressed. The findings highlight multiple benefits associated with blended learning, including the flexibility it offers students in accessing content and the increased opportunities for interaction and collaboration between learners and teachers. These advantages facilitate a more effective integration of technological tools into educational processes, promoting more dynamic learning experiences tailored to the individual needs of students. However, significant challenges are also identified, such as the need for teacher training to manage and design educational experiences with technologies, as well as the persistent digital divide that limits equitable access to these tools. These challenges underline the importance of developing inclusive and sustainable strategies for implementing hybrid learning models in diverse contexts. The findings of this study have relevant implications for higher education practice and research, especially in an increasingly digitised world that demands new forms of adaptive and technological teaching and learning.