This paper will describe how blended learning which combines innovative digital education practices with an inclusive, supportive environment can meet the specific needs of adult learners. . As a result of the Covid pandemic, the education sector was propelled into a fully online space. In many cases, education providers have maintained aspects of innovative digital teaching approaches to provide a flexible, accessible and relevant blended model of learning for their learners.

The Literacy Development Centre (LDC) in SETU continues to explore the most effective blend of the face to face and virtual learning spaces whilst also remaining cognisant of the specific learning profile of the non-traditional students presenting within the LDC. Our approach to blended learning attempts to model best practice in transformative learning whilst also enhancing their “learning literacies” and practice-based adult and further education.

Given the ongoing debate on whether the adult learner prefers to engage in this blended model of education (Iloh, 2019), it is worth reflecting on factors which can contribute to an inclusive blended learning approach. Dede (2010) provides a framework, commonly referred to as the 4cs, which classifies the essential learning skills of the 21st century that students need for their application of learning; Collaboration, Communication, Creativity and Critical Thinking. In an effort to contribute to the important debate on what makes an effective blended learning approach, and how to overcome the potential barriers associated with it, this paper will reflect on how the LDC endeavours to support students in fostering these pivotal skills.

This paper is of interest to adult learners, adult educators or indeed educators in (higher) education (HE) settings as it explores the application of collaborative digital tools within the classroom.

Keywords: Blended Learning, Innovative Digital Teaching, Inclusion, Collaboration, Communication, Creativity, Critical Thinking.