The educational sector has significantly advanced through the application of technology and cutting-edge tools. Global education has been further complicated by the COVID-19 pandemic, which has not been seen in decades. Several schools and institutions in nearly every region of the world have been closed in 2020 or switched to online or remote learning or blended learning because of the worldwide surge of COVID-19 cases, which will have various consequences for student learning. Over time, behaviorism and constructivism have developed into two major, contradictory aspects of blended learning. Blended learning is defined as the total mix of pedagogical methods that employ a combination of different learning strategies with and without technology utilized at KUSOED, Nepal. The evaluation is based on a blended learning model aligned with behaviorism and constructivism approaches following four dimensions: structured/unstructured, individual/group, face-to-face/distance, and self/teacher directed. In this paper, authors discuss their experiences working in blended learning environments to teach and learn to create an engaged pedagogy in various semesters at Kathmandu University School of Education, Nepal, that involves their (PGD, Master, MPhil, and PhD) students of the 2019-2022 batches in techno-pedagogy and its trend in learning. This paper describes the ongoing learning from research that was accomplished in the context of the authors' teaching methods. The authors give examples of some of their PGD, Master, MPhil, and PhD students' blended learning experiences that they conducted for students in the 2019-2022 batches. These experiences were designed for on-campus, online, and distance learning to ensure better learning outcomes.

blended learning, engaged pedagogy, on-campus, online, and distance teaching and learning