BLENDED-FACE TEACHING MODALITY AT ISCED-HUÍLA: AN ANALYSIS IN THE CONTEXT OF THE COVID-19 PANDEMIC

Abstract

The COVID-19 pandemic, which shook the world at the end of 2019, brought significant changes to socioeconomic and educational relations. In this context, and in order to contain the spread of the virus, UNESCO announced the temporary closure of schools worldwide. To deal with this unexpected situation, the education system had to be rapidly rethought and transformed to ensure the continuity of the learning process. Within this scenario, higher education experienced abrupt changes imposed by several lockdowns, leading to a rapid transition from face-to-face to blended learning. In this regard, ISCED-Huíla adopted, under Presidential Decree No. 59/20 of March 3, a hybrid teaching modality using the G-Suite platform. This study aims to assess the degree of adaptation and satisfaction of students regarding the semi-presential model at ISCED-Huíla during the pandemic context. The research followed a qualitative-quantitative approach, consisting of the application of a questionnaire survey to 2nd-, 3rd-, and 4th-year students from ISCED-Huíla, including those from the Matala and Caluquembe extensions. The results reveal structural and technological limitations — weak internet connection, power shortages, and low digital literacy — but also highlight students’ resilience and commitment. Most respondents expressed a preference for face-to-face learning, due to reduced interaction and digital access inequality. It is concluded that, although challenging, blended learning represents a promising path for modernizing higher education in Angola. The success of this transition depends on technological investments, teacher training, and digital inclusion policies that ensure quality and educational equity.