Abstract
The growing demand for flexibility in higher education has led to the development of blended learning models that integrate online and in-person instruction. This study examined the implementation and effectiveness of the FLEX programme, a blended learning initiative designed to enhance flexibility while maintaining learning quality. Using a mixed-methods approach, the research explored three key areas: (1) equivalence testing as a methodological innovation for assessing flexible learning outcomes, (2) a systematic review of the effectiveness of blended learning with reduced classroom time, and (3) the impact of the FLEX format on student learning and stakeholder perceptions. Findings indicate that learning effectiveness in FLEX courses is statistically equivalent to traditional formats, even with a 51 per cent reduction in face-to-face instruction. This aligns with meta-analytic results, which found no significant impact of reduced classroom time on learning effectiveness. However, implementation quality emerged as a crucial factor in student engagement and success, with well-structured courses, interactive learning tasks, teacher presence, and timely feedback proving essential. Stakeholder perceptions varied: Students valued flexibility, while lecturers expressed concerns regarding student engagement in self-learning phases. The study underscores the importance of high-quality instructional design, stakeholder involvement, and institutional support in blended learning implementation. It offers evidence-based recommendations for integrating flexible study formats without compromising learning effectiveness. These findings contribute to ongoing discussions on blended learning in higher education and inform strategies for optimizing flexible learning environments.