Socio-Economic Status and Attitude of B.Ed. Students towards Hybrid Teacher Education Systems: A Study in Santal Parganas

Abstract

The National Education Policy 2020 India, which places a strong emphasis on integrating technology and cutting-edge pedagogical approaches, has significantly accelerated the development of teacher education in India. The new hybrid teacher education methods that blend online and in-person learning modalities are critically examined in this study. The purpose of the study is to examine the obstacles, accessibility, and efficacy of hybrid models in Indian teacher training schools. Using a qualitative and analytical research methodology, the study examines current literature, institutional practices, and policy documents to assess how hybrid systems fit with NEP 2020's goals. It examines important aspects like inclusion, learner engagement, teacher readiness, and digital infrastructure. The results show that whereas hybrid models provide flexibility, greater reach, and chances for individualized learning, they also have drawbacks including the digital divide, a lack of technical expertise, and inconsistent regional implementation. The study comes to the conclusion that, with strong infrastructure, ongoing professional development, and policy-level oversight, hybrid teacher education has the potential to be revolutionary. In line with national education reforms, it suggests tactical actions to fortify digital ecosystems, guarantee equity, and improve pedagogical efficacy. Keywords: Hybrid Teacher Education, Blended Learning, Teacher Training, Digital Education, Educational Technology, Teacher Competency, Pedagogical Innovation, Digital Divide.