Blended learning has gained recognition and government support, but there is a lack of comprehensive understanding regarding the application of blended learning in the Indian institutions of architectural education. This research seeks to identify important tools and teaching techniques to compare the effectiveness of the blended learning with traditional teaching methods, considering the unique requirements of architectural education. A critical aspect of this research is to investigate the current level of the adoption of the blended learning in Indian architectural institutions and to formulate practical recommendations for enhancing the quality of architectural education in India through implementing a blended learning approach in the light of the IPSIT framework for blended learning. The research methodology follows a mixed-methods approach, incorporating qualitative and quantitative data collection and analysis techniques. To achieve the objectives, three questionnaires were developed and administered to a diverse group of participants, including students, faculty members and professional architects in India, along with a detailed literature review. The study also includes a case study with a separate questionnaire to assess the evaluation process using blended learning tools. While developing the research framework, significant attention was dedicated to aligning the research with the guidelines that shape architectural education in India, such as the IPSIT framework for blended learning, proposed by the University Grants Commission (UGC), and the Model Curriculum for B Arch, proposed by the All India Council for Technical Education (AICTE). This study became especially relevant in the context of the COVID-19 pandemic, which has prompted educational institutions to explore alternative teaching methodologies. The research reveals a substantial increase in the adoption of blended learning in the post-COVID-19 period. Most respondents have been exposed to blended learning and acknowledge its positive impact on architectural education. They reported that the blended learning significantly improved the quality of education. It offered the benefits such as flexibility, self-learning, software skills development, etc. The study highlighted the importance of the research-based approach to architectural education at the undergraduate level. Most respondents strongly supported this approach, particularly those with higher academic qualifications. The research findings also highlight the effectiveness of Google Classroom and rubrics in improving learning and assessment. The challenges encountered include the limitations of existing tools in facilitating architectural design and drawing. Technical issues, maintaining student engagement, and the need for faculty development are also identified. In conclusion, this research study underscores the potential of blended learning to transform architectural education and recognises its potential to meet the evolving needs of architectural education in India. The research findings offer practical recommendations for educators, policymakers, and institutions seeking to embrace innovative approaches.