BLENDED LEARNING MODEL BASED ON EDUCATIONAL TECHNOLOGY TO ENHANCE EDUCATIONAL INCLUSIVITY IN HIGHER EDUCATION

Abstract

The inclusivity of higher education in Indonesia still faces serious challenges. BPS data (2023) shows that 23% of students outside Java are constrained by unstable internet networks, while a survey by the Ministry of Education and Culture (2022) reported that 1 in 6 students with disabilities experience significant obstacles in accessing digital materials. This condition is exacerbated by the World Bank's findings (2021) that 27% of students from low-income families are at risk of falling behind due to limited devices. These facts indicate that the traditional full online and face-to-face lecture system has not been able to guarantee equal access. Blended learning based on Educational Technology (EdTech) is a strategic solution by combining synchronous and asynchronous learning supported by accessibility features. A literature study of 40 articles published in 2015–2024 shows that the application of the Universal Design for Learning (UDL) principle through automatic captions, short micro-lectures, transcripts, diverse assignment options, and learning analytics has been proven to be able to increase student participation by up to 30%, reduce the number of missed assignments by 20%, and strengthen student engagement and sense of belonging across backgrounds. The urgency of this research lies in the urgent need for universities to integrate EdTech-based blended learning models as a systemic policy, not just a lecturer initiative. The recommendations offered include strengthening access-friendly digital infrastructure, inclusive digital pedagogical training for lecturers, and institutional policies that ensure equal access to education for all students.