Even though blended learning, as an educational approach that combines traditional physical classroom instruction with digital learning tools, came to prominence with the most significant developments in information and communication technology (ICT) at the very beginning of the 21st century, after the experience with emergency remote teaching and exclusively online learning during the COVID-19 pandemic, it seemed to have become the dominant educational paradigm in digitally enhanced learning environments in the post-pandemic education context, primary, secondary and higher education likewise. Its ample opportunities, when it comes to curricular objectives, teaching methodology as well as the desired learning outcomes, have been equally recognized and exploited in the English Language Teaching (ELT) classroom, as well as Languages for Specific Purposes (LSP) classroom, particularly in the post-pandemic period.

This paper, therefore, aims to extend the scope of our previous research examining the opportunities and challenges of online, hybrid and blended learning in the English for Specific Purposes (ESP) courses at the Faculty of Economics and Business, University of Zagreb during the COVID-19 pandemic and in the post-pandemic period, by placing emphasis on LSP lecturers’ perspective on the state of affairs in the blended learning LSP classroom in the post-pandemic period. More precisely, 70 LSP lecturers from 40 higher education institutions in Croatia were surveyed between June and July 2025, rethinking various aspects of blended learning in their classrooms in the post-pandemic period. They were asked about the learning management systems (LMSs) they use in the courses they teach and their methodological, course organization and assessment purposes for different types of flipped classroom, in-class, homework or project-based assignments. Questions were also posed about different types of digital learning materials and tools for creating course content and interactive assignments that LSP lecturers employ in their everyday classes and for what methodological purposes, including different types of artificial intelligence (AI) tools. In addition to digital learning materials and tools, they were also asked about the extent to which they still rely on print and photocopied learning materials in their teaching routine, as well as face-to-face instruction in collaborative and project-based learning assignments. In this context, they were also asked about their propensity for encouraging students to use laptops and tablets in classes and allowing students to use smart phones for completing their assignments. Finally, LSP lecturers were required to comment on the positive and negative aspects of employing digital learning materials and tools in the blended LSP classroom.

The findings of this research will be compared to similar studies on the subject and are expected to provide a more comprehensive insight into the prospects of blended learning in the post-pandemic period within the specific requirements of the LSP classroom.

Keywords: Blended learning, the post-pandemic higher education context, LSP classroom, flipped classroom, digitally enhanced learning environments, LSP lecturers’ perspectives.