In order to reduce educational hurdles, alleviate socio-economic inequality, and promote greater student achievement, this study investigates the use of blended learning approaches at the Higher Secondary Certificate (HSC) level. Combining traditional classroom instruction with digital learning materials offers a viable solution to the problems traditional education institutions continue to encounter in fulfilling the different demands of students. The study combines qualitative information from reviews and focus group talks with a narrative review methodology. The main goal is to investigate how blended learning affects academic performance, especially in environments where socio-economic inequality is present. To develop a holistic blended learning environment, the study framework combines interactive online resources, technology-enhanced learning platforms, and traditional classroom instruction. Blended learning aims to address issues including inequalities in educational infrastructure, resource scarcity, and geographic limitations by accommodating different learning styles and offering flexibility in obtaining educational content. Additionally, by examining blended learning’s impact on students from various socio-economic backgrounds, this study explores the possibility of using it to close socio-economic gaps. According to research, blended learning at the HSC level reduces conventional obstacles to education and has a favourable impact on student success metrics. Furthermore, the study clarifies how technology may be used to level the

playing field and encourage inclusivity for students from underprivileged backgrounds.