The contact hypothesis, initially formulated in 1954 to delineate conditions conducive to addressing entrenched intergroup differences, has undergone continuous evolution. Originally based on face-to-face interactions, it began incorporating virtual contact from 2006 (Amichai-Hamburger & McKenna). The subsequent proliferation of blended learning, notably accelerated by the COVID-19 pandemic, remains an underexplored area in the context of fostering connections among children from diverse school backgrounds. Examining case studies of educators in Northern Ireland and Israel employing blended learning to facilitate collaborative initiatives among culturally disparate children reveals ongoing advancements in the contact hypothesis. This analysis highlights previously underplayed factors essential for effective intergroup contact. Notably, it underscores the importance of considering children's age, the socio-political milieu, the sequence of online and offline interactions, and the subject matter being explored. These identified prerequisites for successful intergroup contact carry significant implications for tailored teacher professional development programs. In summary, the evolution of the contact hypothesis, extending to encompass blended learning, underscores the need for educators to examine and plan the respective roles of online and face to face contact.