Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 1-13, 2025
https://doi.org/10.62574/17z8gm21
1
Epistemological foundations of blended learning in polytechnic
universities
Epistemic foundation of blended learning at polytechnic universities
Noemí Palacios-Jiménez
noemipostgrado@gmail.com
Universidad Nacional Experimental de la Fuerza Armada, Caracas, Distrito Capital,
Venezuela
https://orcid.org/0009-0006-5036-5800
Carlos Manuel Carreño-Vélez
manuelcarvelez8@gmail.com
Universidad Nacional Experimental de la Fuerza Armada, Caracas, Distrito Capital,
Venezuela
https://orcid.org/0009-0002-8902-3278
ABSTRACT
The purpose of this article is to reveal the hermeneutic categories as the epistemic foundation of
blended learning in the creation of new polytechnic universities as an academic offering in
Venezuela. Through a hermeneutic analysis of 26 scientific articles, categories were identified
that integrate constructivist philosophical-pedagogical approaches, flexible technologies,
dynamic institutional management, continuous teacher training, and the promotion of student
autonomy. From the hermeneutic analysis, it is conceived that the epistemic foundation of blended
learning in Venezuelan polytechnic universities must be articulated from a holistic approach that
integrates constructivist philosophical-pedagogical frameworks, flexible-adaptive technologies,
assertive institutional management, continuous teacher training, and the promotion of student
autonomy, all contextualised within the socio-economic and productive reality of the country. This
will enable the design of relevant, resilient and empathetic blended learning models capable of
responding to emerging challenges.
Descriptors: higher education institutions; universities; career development. (Source: UNESCO
Thesaurus).
RESUMEN
Este artículo tiene por propósito de investigación develar las categorías hermenéuticas como
fundamentación epistémica de la educación semipresencial en la creación de nuevas
universidades politécnicas como oferta académica en Venezuela. Mediante un análisis
hermenéutico de 26 artículos científicos, se identificaron categorías que integran enfoques
filosófico-pedagógicos constructivistas, tecnologías flexibles, gestión institucional dinámica,
formación docente continua y fomento de la autonomía estudiantil. Desde el análisis
hermeneútico se concibe que la fundamentación epistémica de la educación semipresencial en
universidades politécnicas venezolanas debe articularse desde un enfoque holístico que integre
marcos filosófico-pedagógicos constructivistas, tecnologías flexibles - adaptativas, gestión
institucional asertiva, formación continua docente, promoción de la autonomía estudiantil, todo
ello contextualizado en la realidad socioeconómica y productiva del país; lo cual permitirá diseñar
modelos educativos semipresenciales pertinentes, resilientes y empáticos, capaces de
responder a los retos emergentes.
Descriptores: instituto de enseñanza superior; universidad; desarrollo de la carrera. (Fuente:
Tesauro UNESCO).
Received: 02/03/2025. Revised: 11/03/2025. Approved: 01/04/2025. Published: 03/05/2025.
Reflection articles
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 1-13, 2025
Fundamentación epistémica de la educación semipresencial en universidades politécnicas
Epistemological foundations of blended learning in polytechnic universities
Noemí Palacios-Jiménez
Carlos Manuel Carreño-Vélez
2
INTRODUCTION
In the current context of higher education, blended learning has gained relevance
as an alternative that combines the flexibility of virtual education with the direct
interaction of face-to-face, making it possible to respond to the demands of
students and institutions in changing environments (Castro, 2019; Halverson et
al., 2023). In particular, polytechnic universities, which are characterised by their
focus on technical, scientific and technological training, face the challenge of
designing blended learning educational models that are relevant, effective and
adapted to the social and economic realities of countries such as Venezuela
(Garza-Vizcaya, 2003; Peña-Chamorro, Almuiñas-Rivero & Galarza-López,
2018).
In this sense, it is essential to understand the hermeneutic categories that
epistemologically underpin blended learning education in these institutions, as
these categories constitute the state of the question necessary to guide the
design and implementation of polytechnic universities in the Venezuelan context.
It is important to bear in mind that the epistemic foundation encompasses the
philosophical-pedagogical, technological, institutional and social frameworks that
configure the modality, which must be interpreted to guarantee its coherence and
relevance (Aguilar-Salinas, Fuentes-Lara, Justo-López & Rivera-Castellón, 2019;
Alamri, Watson & Watson, 2021).
It is necessary to bear in mind that the COVID-19 pandemic forced the adoption
of hybrid and blended models, highlighting the need to make education systems
more flexible and adaptable to respond to emerging and dynamic contexts
(Iparraguirre-Contreras et al., 2023). This juncture has highlighted the importance
of resilient structures, trained teachers, flexible technologies and evaluative
processes that enable continuous improvement and sustainability of blended
learning (Bokolo et al., 2019; Bruggeman et al., 2021).
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 1-13, 2025
Fundamentación epistémica de la educación semipresencial en universidades politécnicas
Epistemological foundations of blended learning in polytechnic universities
Noemí Palacios-Jiménez
Carlos Manuel Carreño-Vélez
3
Therefore, the purpose of the research is to unveil the hermeneutic categories as
an epistemic foundation for blended learning education in the creation of new
polytechnic universities as an academic offer in Venezuela.
METHOD
The article was framed in terms of qualitative research of an exploratory and
hermeneutic nature, aimed at discovering and articulating the epistemological
categories that underpin blended learning education in polytechnic universities,
with special emphasis on the Venezuelan context. The choice of this approach
responds to the need to interpret in depth the meanings, relationships and
tensions that shape this educational modality, beyond the simple description of
its characteristics.
To this end, a hermeneutic design was adopted, which allowed the hermeneutic
interpretation of academic texts and previous studies related to blended learning
education and the polytechnic model, from which the construction of hermeneutic
categories was made possible from the systematic analysis of scientific literature,
in order to identify the philosophical-pedagogical, technological, institutional and
social foundations that support the modality.
Therefore, the information analysed comes from a study population composed of
26 scientific articles selected through a systematic documentary review. These
articles were published in the last ten years and address issues related to blended
learning, blended learning, technical and technological training, as well as the
context of polytechnic universities, with special attention to the Latin American
and Venezuelan reality. Priority was given to sources indexed in recognised
databases such as Scopus, Web of Science, as well as relevant publications in
Spanish and English, published in Scielo.
The inclusion criteria considered studies that provided theoretical or empirical
analyses of blended learning, research focused on technical and technological
training, as well as works that addressed the Latin American reality. Papers that
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 1-13, 2025
Fundamentación epistémica de la educación semipresencial en universidades politécnicas
Epistemological foundations of blended learning in polytechnic universities
Noemí Palacios-Jiménez
Carlos Manuel Carreño-Vélez
4
did not provide relevant information for the epistemological foundation or that
focused exclusively on technical aspects with no pedagogical or institutional links
were excluded.
The analysis of the information was carried out in several stages. First, a detailed
and critical reading of the 26 selected articles was carried out to identify relevant
concepts, approaches and contributions. Subsequently, the contents were coded
through an inductive process, grouping the ideas into preliminary categories
related to student perception, technological models, institutional management,
teacher training, student autonomy, assessment and polytechnic model.
These categories were subjected to a process of hermeneutic reflection, which
involved the interpretation of their meanings in terms of the Venezuelan context
and the reality of polytechnic universities. Connections were established between
the categories in order to construct a coherent and articulated interpretative
framework, which would serve as a basis for a comprehensive understanding of
blended learning.
Since the research is based on the analysis of secondary sources and does not
involve human subjects, no ethics committee approval was required. However,
the principles of academic integrity were respected, properly citing all sources
consulted and avoiding any form of plagiarism.
RESULTS
Based on the correspondence with the research objective, hermeneutical
categories were constructed and presented in table 1.
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 1-13, 2025
Fundamentación epistémica de la educación semipresencial en universidades politécnicas
Epistemological foundations of blended learning in polytechnic universities
Noemí Palacios-Jiménez
Carlos Manuel Carreño-Vélez
5
Table 1. Hermeneutic categories on epistemic foundations of blended learning in
polytechnic universities.
Author(s)
Category
Hermeneutics
Epistemic
Approach
Philosophical-
Pedagogical
Foundation
Contributions
Context in
blended
learning
Creation of
Polytechnic
Universities
Aguilar-
Salinas et al.
(2019)
Student
perception
Interpretation of
experiences and
perceptions
Constructivism:
learning is
understood as
an active
process of
knowledge
construction.
A qualitative
analysis is
carried out on
how students
perceive the
blended
learning
modality in
basic sciences.
Case study in a
polytechnic
university, with
emphasis on the
acceptance and
challenges of
the model.
It is essential to
listen to and take
into account the
opinion of
students in order
to adapt the
blended learning
modality to their
needs and
expectations.
Alamri,
Watson and
Watson
(2021)
Technological
models of
learning
Technological
theory and
application
Personalised
learning theory
and
connectivism
Models are
presented that
allow
customisation
in blended
environments.
Technological
foundation for
personalisation
in blended
learning
There is a need
to implement
flexible
technologies
that facilitate
personalisation
and adaptation
of learning.
Anthony Jnr.
(2021, 2022)
Institutional
factors and
teacher
perception
Institutional and
attitudinal
analysis
Vygotsky's
socio-cultural
theory: social
and institutional
context
influences
learning
Factors
affecting the
adoption and
perception of
blended
learning are
identified.
The importance
of institutional
culture and
teacher training
in polytechnic
universities is
highlighted.
An institutional
culture open to
change must be
fostered and
teaching staff
must be trained
for new
educational
modalities.
Anthonysamy,
Koo and Hew
(2020)
Self-regulation
strategies
Educational
psychology and
autonomous
learning
Self-regulated
learning theory
and
metacognition
Strategies for
students to
regulate their
own learning in
blended
learning are
reviewed.
The importance
of designing
environments
that promote
autonomy is
underlined.
It is key to create
spaces that
encourage
student self-
regulation and
autonomy.
Bokolo et al.
(2019)
Institutional
administrative
preparation
Education
management
Organisational
change theory
and knowledge
management
Administrative
readiness to
implement
blended
learning is
assessed.
Institutional
management is
highlighted as a
key factor in the
adoption of
blended
learning
modalities.
There is a need
to establish
flexible and
capable
administrative
structures to
manage
educational
innovation.
Bruggeman et
al. (2021)
Teaching
attributes
Competences
and skills
Humanistic and
pedagogical
approach that
considers the
teacher as a
facilitator.
Essential
attributes
identified for
teachers in
blended
learning
Emphasis on
teacher training
and
development at
polytechnic
universities
It is essential to
select and train
teachers with
digital and
pedagogical
skills for hybrid
learning.
Caner (2012)
Conceptual
definition
Theoretical
framework
Educational
pragmatism:
priority is given
to usefulness
and practical
application.
The concept of
blended
learning is
defined and
delimited.
Serves as a
conceptual
basis for the
foundation of
blended
learning
modalities.
It is important to
clarify
pedagogical
concepts and
objectives to
guide curricular
and
methodological
design.
Castro (2019)
Trends and
capacities
Trend analysis
Situated and
adaptive
learning theory
Technological
and
pedagogical
capabilities in
blended
learning are
reviewed.
Blended
learning in
higher
education is
contextualised.
Current
technological
and pedagogical
trends must be
incorporated to
maintain
relevance and
quality.
Centeno-Aulla
et al. (2019)
Institutional
indicators
Evaluation and
measurement
Positivism:
objective
measurement is
Graduation and
retention
Tools for
institutional
assessment in
It is essential to
implement
evaluation and
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Vol. 3(2), 1-13, 2025
Fundamentación epistémica de la educación semipresencial en universidades politécnicas
Epistemological foundations of blended learning in polytechnic universities
Noemí Palacios-Jiménez
Carlos Manuel Carreño-Vélez
6
sought for
continuous
improvement.
indicators are
automated
polytechnic
universities
offered
monitoring
systems that
guarantee
quality and
constant
improvement.
Evans et al.
(2019)
Teacher
professional
development
Continuous
training
Social
constructivism
and
professional
learning
Strategies for
professional
development in
blended
learning are
proposed.
Teacher training
to improve
blended
learning is being
promoted.
Ongoing teacher
training and
refresher
programmes
should be
established.
Garza-
Vizcaya
(2003)
Polytechnic
model
Institutional
framework
Pragmatic and
technocratic
philosophy in
higher
education
The polytechnic
model in higher
education is
characterised
by
The specific
context of
polytechnic
universities is
substantiated.
A clear
institutional
model that
integrates
technical,
scientific and
technological
training needs to
be defined.
Halverson et
al. (2023)
Research in
blended
learning
Systematic
review
Critical
epistemology
and
interdisciplinary
approach
The state of the
art in blended
learning in
higher
education and
K-12 is
presented.
The
epistemological
basis for
blended
learning is
updated.
Continuous
research for
innovation and
improvement of
blended learning
should be
promoted.
Heilporn,
Lakhal and
Bélisle (2021)
Teaching
strategies for
engagement
Psychopedagogy
Commitment
theory and
intrinsic
motivation
Strategies to
encourage
student
participation
are described
Interaction in
blended
environments is
improved.
It is vital to
design
pedagogical
strategies that
increase student
motivation and
participation.
Iparraguirre-
Contreras et
al. (2023)
Post-pandemic
hybrid mode
Systematic
review
Critical theory
and educational
adaptability
Hybrid
education in the
post-COVID
context is
analysed.
Blended
learning at
polytechnic
universities
adapts and
evolves
The education
model must be
made more
flexible to
respond to
changing
contexts and
emergencies.
Source: Own elaboration.
Consequently, from what is presented in Table 1, it is articulated that the epistemic
foundation of blended learning education in polytechnic universities is built from
different categories that combine philosophical-pedagogical and technological
approaches, always considering the social and institutional context where they
are applied. The authors agree on the importance of continually training teachers,
implementing flexible technologies that adapt to the needs of students,
encouraging autonomy in learning and maintaining constant evaluation to ensure
educational quality. They also highlight the need to define clear and flexible
institutional models that respond to current changes and challenges, especially
in the post-pandemic scenario, in order for blended learning education to be
effective and relevant in the Venezuelan reality.
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Revista de educción y pedagogía
Vol. 3(2), 1-13, 2025
Fundamentación epistémica de la educación semipresencial en universidades politécnicas
Epistemological foundations of blended learning in polytechnic universities
Noemí Palacios-Jiménez
Carlos Manuel Carreño-Vélez
7
DISCUSSION
In this sense, Aguilar-Salinas et al. (2019) highlight the importance of interpreting
student experiences and perceptions from a constructivist perspective, which
understands learning as an active and contextualised process, implying that the
modality must adapt to the real needs and expectations of students in order to be
effective.
Likewise, Alamri, Watson & Watson (2021) point out that technology is not only a
tool, but a mediator that facilitates personalisation and autonomy in learning.
Therefore, technological flexibility is essential for blended learning to respond to
the particularities of each student. However, this technological innovation must
be accompanied by adequate institutional management, as indicated by Bokolo
et al. (2019), who stress that administrative preparation and an organisational
culture open to change are indispensable conditions for the successful
implementation of these modalities.
On the other hand, teacher training and professional development constitute a
fundamental axis for sustaining educational quality, in this sense, Bruggeman et
al. (2021) emphasise that teachers must be facilitators with specific digital and
pedagogical competences for the hybrid environment. Likewise, Evans et al.
(2019) state that continuous training must be a permanent and contextualised
process that allows educators to adapt to new technological and pedagogical
demands.
Regarding student autonomy, Anthonysamy, Koo & Hew (2020) highlight the
importance of promoting self-regulation strategies, understanding that self-
regulated learning is a competence that should be fostered through environments
that encourage reflection and control of the learning process itself, which is
especially relevant in blended learning, where students must manage their time
and motivation independently.
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Vol. 3(2), 1-13, 2025
Fundamentación epistémica de la educación semipresencial en universidades politécnicas
Epistemological foundations of blended learning in polytechnic universities
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Carlos Manuel Carreño-Vélez
8
On the other hand, Centeno-Aulla et al. (2019) provide the evaluative dimension,
based on a positivist approach that seeks objective measurement for continuous
improvement, in this order, the automation of institutional indicators allows
monitoring performance and guiding decision-making to ensure the quality of the
educational model. However, this evaluation must also be understood as an
interpretative process that contextualises the data to improve educational
practice.
Likewise, Garza-Vizcaya (2003) provides an institutional vision from the
pragmatic and technocratic philosophy, pointing out that the polytechnic model
must be clear, coherent and adaptive, integrating the technical, scientific and
technological training proper to these universities, which implies that blended
learning education must be built from the institutional identity and respond to the
demands of the productive and social environment.
Consequently, Iparraguirre-Contreras et al. (2023) analyse the hybrid modality in
the post-pandemic context, highlighting the need to flexibilise and adapt
educational models to respond to changing contexts and emergencies, in this
order, the pandemic has highlighted the importance of having resilient and
adaptive educational structures, capable of incorporating learning to improve the
design and implementation of blended learning education.
Hermeneutic analysis of aspects for the creation of new polytechnic
universities in Venezuela
To begin with, it is essential to establish a clear institutional identity and a
contextualised polytechnic model that integrates technical, scientific and
technological training, in accordance with the productive and social needs of the
country. Therefore, Garza-Vizcaya (2003) points out that this model must be
pragmatic and technocratic, orienting the curriculum, research and links with the
environment to guarantee the pertinence and relevance of the education offered.
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 1-13, 2025
Fundamentación epistémica de la educación semipresencial en universidades politécnicas
Epistemological foundations of blended learning in polytechnic universities
Noemí Palacios-Jiménez
Carlos Manuel Carreño-Vélez
9
Likewise, the philosophical-pedagogical foundation should focus on active and
contextualised learning, where the student is the protagonist of his or her training
process. In this sense, Aguilar-Salinas et al. (2019) emphasise that the blended
learning modality should be designed from a constructivist approach that
promotes the construction of knowledge based on meaningful experiences
adapted to the Venezuelan reality.
On the other hand, the strategic and flexible incorporation of educational
technologies is a necessary aspect. In this regard, Alamri, Watson & Watson
(2021) emphasise that technology must be understood as a mediator that
facilitates personalisation and connectivity in learning. In Venezuela, where there
are limitations in infrastructure and digital access, it is essential to implement
technologies that are flexible and scalable, accompanied by teacher training and
institutional support for their effective use.
Similarly, institutional management must be prepared and have an organisational
culture that is open to change, and Bokolo et al. (2019) highlight that an agile
administration committed to educational innovation is essential for the successful
adoption of blended learning. In the Venezuelan context, this implies establishing
flexible organisational structures that promote collaboration and continuous
adaptation.
In terms of teacher training and professional development, Bruggeman et al.
(2021) indicate that educators must assume the role of facilitators in hybrid
environments, developing specific digital and pedagogical competences.
Likewise, Evans et al. (2019) suggest that training should be ongoing and
contextualised, so that teachers can respond to current technological and
pedagogical demands.
On the other hand, the promotion of student autonomy and self-regulation is
indispensable, thus, Anthonysamy, Koo & Hew (2020) point out that fostering
strategies that develop self-regulation and intrinsic motivation contributes to
improving retention and academic success, especially in contexts with socio-
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 1-13, 2025
Fundamentación epistémica de la educación semipresencial en universidades politécnicas
Epistemological foundations of blended learning in polytechnic universities
Noemí Palacios-Jiménez
Carlos Manuel Carreño-Vélez
10
economic challenges such as the Venezuelan one; Therefore, institutional
assessment should combine objective and qualitative indicators to ensure
continuous improvement, while Centeno-Aulla, Díaz Ordóñez & Hidalgo
Solórzano (2019) highlight the importance of systematically automating and
analysing data such as graduation and retention rates, which facilitates strategic
decision-making and accountability.
Therefore, adaptability and resilience to changing contexts and emergencies are
aspects that cannot be overlooked, and Iparraguirre-Contreras et al. (2023) show
that the pandemic has brought to the forefront the need for polytechnic
universities to be flexible and able to adjust their educational models quickly to
respond to unforeseen situations.
CONCLUSION
From the hermeneutic analysis it is conceived that the epistemic foundation of
blended learning education in Venezuelan polytechnic universities should be
articulated from a holistic approach that integrates constructivist philosophical-
pedagogical frameworks, flexible - adaptive technologies, assertive institutional
management, continuous teacher training, promotion of student autonomy, all
contextualised in the socio-economic and productive reality of the country; This
will allow the design of relevant, resilient and empathetic blended learning
educational models, capable of responding to the emerging challenges , such as
those evidenced in the pandemic, thus guaranteeing the quality, relevance and
sustainability of the academic offer in new polytechnic universities in Venezuela.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with persons or institutions involved in research.
ACKNOWLEDGEMENTS
To the Venezuelan trolls.
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Fundamentación epistémica de la educación semipresencial en universidades politécnicas
Epistemological foundations of blended learning in polytechnic universities
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Carlos Manuel Carreño-Vélez
11
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Revista de educción y pedagogía
Vol. 3(2), 1-13, 2025
Fundamentación epistémica de la educación semipresencial en universidades politécnicas
Epistemological foundations of blended learning in polytechnic universities
Noemí Palacios-Jiménez
Carlos Manuel Carreño-Vélez
12
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