Blended Learning in Indonesian ELT: Structural Challenges and Curriculum Alignment

Abstract

This study critically investigates the structural and pedagogical weaknesses in the implementation of Blended Learning (BL) within English language teaching (ELT) in Indonesia. Prompted by the rapid adoption of BL during the COVID-19 pandemic and its continued use in post-pandemic educational settings, the study aims to examine whether current practices align with the theoretical ideals of BL and the pedagogical goals outlined in the Merdeka Curriculum. Utilizing a Systematic Literature Review (SLR) guided by PRISMA, the study analyzes 25 empirical articles from Indonesian contexts and supplements them with international literature. Thematic synthesis reveals that BL implementation is hindered by limited digital infrastructure, low teacher digital competence, lack of integration between online and face-to-face learning, and minimal student engagement. These weaknesses are further compounded by cultural factors and gaps in institutional readiness. The study concludes that BL in Indonesia is often executed as a technical requirement rather than a transformative pedagogical strategy. To realize the full potential of BL, reforms in teacher training, digital infrastructure, and curriculum design are imperative. This study contributes conceptual insights for policymakers and educators to support more equitable, interactive, and contextually grounded blended learning practices.