<![CDATA[This study was conducted to examine the continuity of blended learning in supporting the learning flexibility of Package C Equivalency Program students at PKBM Global Mandiri Kota Tangerang. It investigates various learning challenges encountered within the PKBM setting both online and face-to-face recognizing that learning continuity is a critical determinant of educational success, particularly in nonformal education contexts where learners are frequently confronted with a range of responsibilities beyond their academic activities. This study employs a qualitative approach with a descriptive method. Data and information were gathered from several Package C students and teaching tutors at PKBM Global Mandiri Kota Tangerang, located in Tangerang City, using observation, interviews, and documentation as data collection techniques. The findings reveal that the combination of face-to-face sessions scheduled on Fridays, Saturdays, and Sundays with online learning through Zoom Meeting, Google Meet, Youtube, WhatsApp and the Sandik Glori Academic Information System creates a dual-channel learning ecosystem capable of accommodating learners' time constraints arising from work activities and social responsibilities. The tutor's role is shown to extend beyond content delivery, encompassing functions as a digital facilitator, motivator, and guardian of learning continuity. Blended learning is confirmed to align with andragogical principles, particularly with regard to self-directed learning, experiential knowledge, and learning readiness. This model is regarded as a strategically sound and contextually responsive approach to enhancing access, participation, and the sustained engagement of learners in equivalency education. ]]>
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