Abstract

The existence of challenges such as academic failure in virtual education during the Corona pandemic, and on the other hand, the challenges of face-to-face full teaching, such as the passivity of the learner, confirm the necessity of implementing blended learning in schools and universities.

Despite the significant role of syllabi In Iran’s higher education, traditional teaching methods are still used instead of advanced approaches like blended learning. Mastering fully presence’s teaching before the COVID-19 crisis and fully virtual teaching during the crisis despite their challenges, emphasize the necessity of implementing blended teaching in schools and universities. The aim of this research is to provide a framework for blended learning within the approved syllabi of universities and teacher training institutions. The research method involves a systematic review for selecting sources and analyzing their content using an inductive approach with theme analysis unit. Open, axial, and component theme were categorized and extracted with MaxQDA software and a proposed framework for syllabus designing with blended learning approach was presented. The research keywords include blended learning and syllabus, along with keywords related to the research title. The selected databases include Google Scholar, ERIC, Elsevier, and SciSpace from 2020 for foreign sources and 1390 for Persian sources. Based on the global resources and experiences, it is suggested that instructors be required to teach at least twenty percent of theoretical or theoretical-practical course hours based on blended models (Flipped classroom, Station-Rotation, Integrated Laboratory, and Project-based Course) in one semester.