CURRICULUM, INSTRUCTION, AND PEDAGOGY article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1584739
This article is part of the Research TopicUniversity Education for Sustainable Development: Challenges and OpportunitiesView all 13 articles
Enhancing Educational through Blended Teaching: An Analysis of Teaching and Learning Quality with Learning environment and Social Impacts
Provisionally accepted
- 1江西科技师范大学, 江西南昌, China
- 2江西电力有限责任公司, 国家电网, 江西南昌, China
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This paper delves into the challenges and opportunities associated with blended teaching, while analyzing its impact on teaching and learning quality through quantitative methods. It highlights that Blended teaching, fueled by modern educational technologies, holds the potential to significantly enhance teaching standards and student engagement. However, the hybrid model is still in its nascent stages in many contexts, confronting issues such as teaching quality, student adaptation, management mechanisms. The paper provides suggestions for reform, including strengthening teacher training, modifying learning behaviors, expanding supervision, and incorporating sustainable practices. Through practical research, it concludes that Blended teaching can improve student satisfaction, academic performance, and promote the sustainable development of education, emphasizing the need for continuous innovation and improvement in educational practices to fully harness its potential.
Keywords: Educational practice, Development of education, distance education and online learning, Improving classroom teaching, Data science applications in education
Received: 12 Mar 2025; Accepted: 08 Aug 2025.
Copyright: © 2025 Hao, Xinfa, sun and wang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: guozu guozu Hao, 江西科技师范大学, 江西南昌, China
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