How Technical and Vocational Education and Training (TVET) lecturers were mentored to transition to a blended learning methodology

The study, which investigated the mentoring experiences of TVET lecturers as they transitioned to a blended learning approach, was conducted using a qualitative, interpretive case study design. Purposive sampling was employed to select the twelve lecturers from six campuses of a TVET college in South Africa. Data was generated through semi-structured interviews and document analysis, followed by coding, categorising, and developing themes using thematic analysis procedures. The study's findings were not generalised to the entire TVET colleges in South Africa but remain relevant to the context of the TVET college studied.