This study investigates the transformative impact of blended learning on teachers’ pedagogical skills in the Sultanate of Oman, a region traditionally reliant on conventional teaching methodologies. Amidst the rapidly evolving global educational landscape, integrating traditional classroom instruction with digital learning resources presents a promising avenue for enhancing teacher effectiveness and student-centered learning. The research analyzes quantitative data from surveys administered to 664 teachers and 146 supervisors, complemented by qualitative. The findings reveal significant positive effects of blended learning on teaching skills, including increased pedagogical flexibility, enhanced engagement strategies, and improved digital literacy among educators. Nonetheless, the transition highlights challenges such as infrastructure limitations, the digital divide, and the necessity for comprehensive professional development programs. The study concludes with policy and practice recommendations advocating for systemic support in teacher training, technology infrastructure, and curriculum development to fully exploit the potential of blended learning in Oman's educational reform. This paper contributes to the broader discourse on educational innovation and teacher professional development in emerging economies, particularly in the COVID-19 pandemic's acceleration of digital education models. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.
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