Implementation of a Flexible Learning Study Program in a Blended Learning Design: Perceptions of Students, Lecturers, and Employers

The increasing demand for flexible learning and advancements in digital technology have driven higher education toward blended learning. Despite its recognized effectiveness, research on stakeholder perceptions of flexibility in this modality remains limited. This study adopts a multi-stakeholder approach, employing mixed methods to examine the perceptions of students, lecturers, and employers regarding a flexible study program in a blended learning modality. Findings reveal broad support across stakeholders for reducing classroom teaching time by over 50%. However, perspectives differ. Students value flexibility as the freedom to tailor their learning process, while lecturers express concerns about student commitment and engagement, particularly during self-study phases. These findings highlight the importance of clarifying the study concept and teaching culture, particularly with regard to the degree of study flexibility.