Recent disruptions to higher education in Kuwait have exposed challenges associated with transitioning between face-to-face and online learning, particularly in relation to engagement, digital readiness, and continuity of learning. This mixed-methods case study explores the need for transition-ready blended course design within a Foundation English Programme at the Australian University of Kuwait. The study examines how instructors and students experience transitions between face-to-face and online learning, with particular focus on engagement, digital readiness, and students’ ability to manage online learning independently. Data were collected through questionnaires completed by approximately 19 instructors and 80–100 foundation students. Quantitative data were analysed using descriptive statistics, while qualitative responses were examined through thematic analysis. Preliminary findings suggest that difficulties during transitions between learning modes contribute to student engagement challenges. Technical issues, low digital confidence, inconsistent use of online platforms, and dependence on teacher-led classroom structures appear to negatively affect students’ ability to adapt to online learning. The findings also suggest variation in instructor readiness and confidence in facilitating online learning environments. The study suggests that blended learning alone does not necessarily make courses transition-ready and highlights the need for course design that integrates digital pedagogy, platform familiarity, and student preparation for online learning more intentionally.

Authors:
Andrea Hingston, Australian University of Kuwait, Kuwait

About the Presenter(s)
Andrea Hingston is an EAP instructor at the Australian University of Kuwait with interests in blended learning, digital pedagogy, and academic reading. Her current research explores transition-ready course design in higher education.

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