Assessing the Role of Institutional Infrastructure in Shaping Attitudes toward Blended Learning: Evidence from Undergraduate Colleges

Blended Learning has emerged as a transformative approach in higher education by integrating face-to-face instruction with digital learning environments to enhance flexibility, accessibility, and learner engagement. The present study examines the role of institutional infrastructure in shaping the attitudes of students and teachers toward blended learning in undergraduate colleges affiliated with the University of Calcutta. Adopting a descriptive survey method, data were collected through stratified random sampling from selected colleges across four districts of West Bengal. Standardized attitude scales and interview schedules were used as tools, with reliability confirmed through Cronbach’s Alpha. Statistical analysis using the Chi-square test revealed a significant relationship between infrastructural facilities and stakeholders’ attitudes. The findings indicate that institutions with well-developed infrastructure, including reliable internet connectivity, access to digital devices, and technical support, foster more favourable attitudes toward blended learning among both students and teachers. Conversely, inadequate infrastructural conditions lead to less positive perceptions and hinder effective implementation. The study concludes that institutional infrastructure is a critical factor in ensuring the successful adoption and sustainability of blended learning and highlights the need for strengthening technological resources in higher education institutions. Keywords: Blended Learning, Institutional Infrastructure, Students’ Attitude, Teachers’ Attitude, Higher Education