Copyright © 2026 Authors retain the copyright of this article. This article is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

@article{206967,
        author = {Prerana Prada Padhan},
        title = {Challenges of Blended Learning in Secondary School Education in India: Special Emphasis on Virtual Laboratory Learning},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {13},
        number = {2},
        pages = {3595-3603},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=206967},
        abstract = {Blended learning, understood as the purposeful integration of face-to-face teaching with digital learning experiences, has emerged as an important pathway for strengthening secondary education in India. Its relevance became particularly visible after the COVID-19 disruption, which exposed unequal access to devices, connectivity, teacher support, and learning resources. This review paper examines the major pedagogical, infrastructural, socio-economic, institutional, and assessment-related challenges of blended learning in Indian secondary schools, with special emphasis on virtual laboratory learning in Classes IX and X. The review argues that virtual laboratories can improve conceptual visualization, procedural familiarity, repeated practice, and access to experiments where physical laboratory facilities are limited. However, they cannot independently replace hands-on experimentation, especially for developing instrument handling, safety awareness, observation skills, measurement discipline, and scientific temper. The paper synthesizes policy documents, Indian studies, international scholarship, and reports on digital education. It proposes a context-sensitive blended laboratory model in which virtual experiments function as preparation, reinforcement, and reflection tools alongside actual laboratory work. The study concludes that equitable infrastructure, teacher professional development, inclusive design, curriculum integration, and authentic assessment are essential for effective blended science learning in India.},
        keywords = {Blended Learning, Digital Divide, Science Education, Secondary Education, Virtual Laboratories},
        month = {July},
        }