Blended learning and flipped classrooms integrate digital tools with traditional teaching, transforming education. This study examines their effectiveness, challenges, and pedagogical strategies among first-year South African Life Sciences pre-service teachers and lecturers. It compiles data from peer-reviewed articles, educational reports, quantitative and qualitative case analyses published within the last five years using a systematic review approach. The selection criteria centre on studies that explored the use of digital learning environments, engaging tools, and assessment strategies within the South African tertiary education context. The gathered data was subjected to thematic analysis to identify common patterns, pedagogical resources, and challenges hindering successful execution. The key findings indicate that while blended learning frameworks can significantly boost student engagement and comprehension, there are notable barriers, such as technological accessibility and teacher training. The study highlights the necessity for institutions to invest in infrastructure and professional development to optimize the integration of these advanced teaching methods. It is recommended that fostering a supportive environment for lecturers and students to adapt to these models will ensure that digital tools are effectively utilized to enhance learning experiences.

Keywords: Blended learning, flipped classroom, life sciences education, pre-service teachers, digital learning, student engagement.