Abstract
Blended learning, which combines face-to-face and online instruction, has emerged as an effective and flexible approach in modern education. This model addresses the diverse learning needs of 21st-century students and is especially relevant in teaching World Literature, a subject requiring critical analysis, cultural understanding, and exposure to multimedia texts. However, traditional instructional materials often fail to meet the interactive and differentiated demands of blended environments. This study aimed to explore students’ learning experiences in a blended learning format and evaluate the effectiveness of revised instructional materials in a World Literature course. It sought to improve teaching strategies, promote engagement, and align instructional content with learners’ needs in both digital and classroom settings.
Keywords: Blended learning, world literature, instructional materials