Tang Xinfa
Yang Xuejiao
Hao Guozu- School of Economic Management and Law, Jiangxi Science and Technology Normal University, Nanchang, China
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.
1 Introduction
The rise of the Internet era has revolutionized education, transcending the limitations of traditional teaching methods. The integration of Blended teaching, driven by modern educational technologies, has emerged as a crucial catalyst for educational innovation, setting new standards and paradigms for university instruction (Lai et al., 2024). As we navigate the educational landscape, there is an urgent need to optimize Blended teaching methodologies and improve teaching quality within the digital environment, which has become a focal point of academic research in higher education institutions (Yang and Lay, 2024). Moreover, the integration of sustainable practices in education is gaining prominence, emphasizing the importance of minimizing the environmental footprint of educational activities.
Blended teaching, the fastest-growing instructional model in North America and globally, leverages the expanded opportunities for teaching and learning by integrating resources and overcoming the constraints of time and space (Archibald et al., 2021). By combining the strengths of traditional in-person instruction with the digital realm of online teaching, educators can innovate, enhance curricula, and raise teaching quality, while also promoting sustainable practices to mitigate the negative impact of education.
However, in many countries, the hybrid teaching model is still in its early stages, with educators having only a vague understanding of its pedagogical nuances. There is a lack of comprehensive theoretical exploration and systematic research content, presenting numerous challenges that need to be addressed. Therefore, building on previous research, this paper examines the importance of implementing Blended teaching with a focus on sustainability. Through quantitative analysis, it concludes that the adoption of Blended teaching can not only enhance education quality but also contribute to sustainable education practices.
2 The development of the blended teaching model
Initially, the Sloan Consortium in the United States defined “Blended teaching” as a combination of face-to-face instruction with online teaching, integrating two historically separate pedagogical paradigms: traditional in-person education and digital learning (Williams, 2008). Blended teaching represents a new educational paradigm that diverges from the traditional classroom setup. It utilizes modern instructional technologies to seamlessly integrate teaching resources, combining online digital instruction with traditional in-person teaching. Following 2010, as the concept of Blended teaching evolved, theories of “reinforcement” or “enhancement” emerged, redefining the purpose of Blended teaching. It is no longer viewed as simply a supplement or alternative to in-person teaching but rather as a catalyst to invigorate, enhance, and refine the impact of classroom learning.
With the exponential growth of the Internet and advancements in information technology, the concept of Blended teaching has been further expanded under the “Internet +” initiative since 2013. The definition of Blended teaching has evolved to encompass a “learning environment that utilizes mobile communication devices, networked learning spaces, and classroom discussions.” During this phase, educators shifted their focus from a technology- and teacher-centric approach to one that is student-centric. The emphasis has been redirected towards creating immersive, personalized learning experiences that actively engage students, emphasizing a harmonious blend of teaching and tutoring within an environment that places students at the center of the educational process (Hoic-Bozic et al., 2016). In order to fully harness Courses (MOOCs), video conferencing platforms like Tencent Meeting, and ubiquitous communication apps including QQ and WeChat, have greatly facilitated the rapid advancement of online teaching methodologies. These tools have played a crucial role in providing strong support for the hybrid teaching model, allowing for a more integrated and dynamic educational experience that goes beyond the limitations of traditional classroom settings.
3 Problems in blended teaching
3.1 Teaching quality problems in blended teaching
As an innovative educational approach, Blended teaching continues to be a subject of ongoing exploration and refinement in the field of education. Consequently, there are several areas where educators’ understanding of this model could be improved. Firstly, some faculty members may mistakenly view Blended teaching as simply a combination of online and offline instruction, potentially even as interchangeable components (Asghar et al., 2022). This misconception overlooks the nuanced integration that Blended teaching entails. Secondly, within the hybrid framework, interactions between teachers and students occur within the virtual expanse of cyberspace. During online sessions, teachers are often limited to observing students’ engagement through video feeds, which may not fully capture the depth of their responses to the material presented. For educators less adept with digital pedagogy, there is a risk of adhering rigidly to traditional lesson plans, which can hinder a comprehensive understanding of students’ learning trajectories and impede meaningful interaction and dialogue. Thirdly, the quality of online teaching resources is a critical element. Without high-quality resources tailored to individual student needs, the advantages of online components may not be fully realized, potentially diminishing the effectiveness of the Blended teaching experience. Subpar resources can lead to lackluster student engagement, fostering boredom and reducing eagerness to learn—ultimately impacting overall education quality provided.
3.2 Students’ adaptation in blended teaching
Learning motivation has always been a central focus in the field of education, as it is closely tied to students’ academic advancement and the attainment of expected results (Li et al., 2022). It is crucial to acknowledge that students’ academic performance is influenced by the interaction between teaching and learning processes (Torres-Coronas and Vidal-Blasco, 2019). In the context of Blended teaching, individual differences among students become prominent, shaped by various factors such as their levels of enthusiasm, patterns of physical and cognitive development, and stages of maturity. As a result, the degree to which students adapt to the educational environment and embrace new teaching methods varies significantly in this Internet-driven era and can even lead to polarization. On one hand, students with strong adaptability skills are likely to make use of their free time for online self-study in line with their teachers’ learning objectives. They actively engage in classroom activities, thereby enhancing their overall learning efficiency. Conversely, students who struggle with adaptation may rely heavily on direct teacher instruction. In an online classroom setting, they may find it difficult to regulate their behavior independently, leading to distractions and a lack of engagement. This can manifest as zoning out during lessons or neglecting to follow through on teachers’ guidance for self-study. Such behaviors not only hinder immediate learning efficiency but can also have a detrimental effect on long-term academic performance. To address these disparities, it is essential to design Blended teaching experiences that are sensitive to individual differences and provide structured support for students who may be at risk of falling behind. This includes fostering an environment that encourages self-motivation, autonomy, and the development of strong self-regulatory skills, which are critical for success in a Blended teaching context.
3.3 The problem of management mechanism in blended teaching
Students play a central role in the learning process, and their active engagement is essential for the success of Blended teaching initiatives. However, the online component of blended teaching presents unique challenges that can impact student engagement. Research suggests that boys may be more likely to engage in cyberbullying and make inappropriate comments during online interactions (Huang et al., 2020). The virtual nature of online teaching also means that teachers cannot continuously monitor students in real-time, which can lead to potential disciplinary issues. In a physical classroom, Blended teaching relies on students to participate in timely discussions and interactions. Yet, there is a risk that group discussions may veer off-topic, detracting from the learning objectives. Moreover, unfamiliarity with course software can lead to technical mishaps such as audio disruptions when microphones are left open. Excessive background noise can disrupt the classroom order and hinder the learning process.
The challenges extend to online assessments, which carry significant uncertainties. The lack of comprehensive supervision can make it difficult to prevent academic dishonesty such as cheating. For example, in objective tests without timely oversight, students might resort to using other devices to look up answers or share them with peers (Noorbehbahani et al., 2022). To address these challenges, it is crucial to establish clear guidelines and expectations for online conduct, invest in user-friendly course platforms, and implement robust monitoring and assessment strategies. By creating a structured and supportive online learning environment, educators can foster a culture of integrity and academic excellence that upholds the principles of Blended teaching.
4 Suggestions on the reform of blended teaching
4.1 Strengthen teacher training and improve their teaching quality
Advancements in information technology have significantly propelled the growth of online learning (Mayweg-Paus et al., 2021). To refine Blended teaching effectively, it is essential to address and transcend the limitations inherent in teachers’ current understanding. Recognizing that Blended teaching encompasses more than just a basic amalgamation of online and offline teaching is crucial; it is about leveraging the synergistic relationship between these two modalities. Concurrently, timely teacher training initiatives should be implemented to enhance the professional image and capabilities of educators within their instructional environments (Huang et al., 2022). Engaging with Blended teaching experts and scholars can enrich teachers’ pedagogical ideas and cognitive training, enabling them to grasp the advantages of current hybrid teaching practices (Xie, 2023; Yen and Lee, 2011). This engagement helps teachers expand their instructional perspectives and execute their teaching roles more adeptly.
The online component of Blended teaching has the potential to incorporate a wide range of audio-visual elements, such as video, imagery, sound effects, and multimedia. This not only provides teachers with diverse instructional options but also allows students to fully engage in the learning process, sparking their interest and curiosity. The strategic use of high-quality educational resources, combined with the thoughtful integration of text, image, and sound, can enhance the informational content in the classroom and improve teaching efficiency. Furthermore, this approach can effectively engage students’ senses, leading to a deeper understanding of the material and leaving a lasting impression. It stimulates intellectual curiosity, ignites critical thinking processes, and fosters an environment conducive to proactive learning. Such an enriching experience not only enhances overall student learning but also improves teacher instruction quality.
4.2 Changing students’ learning behavior and teachers’ guidance behavior
The emergence of Internet-based teaching platforms, as highlighted by Bao et al. (2022), provides educators with the opportunity to create an informative instructional environment. Within the Blended teaching framework, teachers can upload their course materials onto these platforms, establishing clear learning objectives and tasks through educational software. This allows students to independently select learning content that aligns with the courseware, enabling them to work towards achieving set goals and tasks. If they encounter any difficulties during their studies, students are encouraged to engage in spontaneous discussions on the platform, sharing their queries and insights. Teachers then provide targeted guidance based on the issues raised, assisting students in navigating through their challenges. This interactive online dynamic transforms students from passive recipients into active participants in their learning journey, fostering a heightened interest in learning and strengthening critical thinking skills. Educators can offer personalized guidance by observing students’ classroom behaviors, aiding them in developing effective learning strategies and enhancing adaptability, thereby improving the quality of instruction. By entering the classroom equipped with well-defined questions and tasks, teachers can heighten students’ awareness of their learning objectives. This approach not only guides students more effectively but also nurtures their capacity for self-directed learning, bolsters adaptability, and elevates overall teaching quality (Lowell, 2024).
4.3 Expand supervision and improve operation methods
During the implementation of Blended teaching, a variety of technological methods can be utilized to monitor students’ learning progress. In terms of course assessments, it is recognized that online exams may lack the capacity to effectively supervise students’ responses. Therefore, a hybrid assessment system combining online and offline evaluations can be implemented to deter academic dishonesty. Following the completion of a teaching segment, educators are able to promptly assess the extent of students’ knowledge acquisition through online assessments. Utilizing the instructional management system, teachers have access to students’ test scores and analytics on frequently incorrect questions, enabling them to gather feedback and subsequently devise targeted teaching strategies. These strategies play a crucial role in formulating personalized learning plans for individual students.
It is important to acknowledge that students in the same class may interpret the teacher’s actions differently (Goellner et al., 2018). Therefore, teachers can develop a digital repository of homework questions tailored to students’ assessment results, identifying and revisiting common errors and challenging topics. This allows students to use their free time for reviewing and practicing homework, thus achieving the goals of review and consolidation. With the help of an online homework platform, teachers can efficiently create, distribute, grade, and analyze assignments. Modern tools can be utilized for intelligent marking and assessment, streamlining teachers’ workload and enhancing productivity. This efficiency enables teachers to devote more attention to understanding each student’s learning progress, refining their teaching methods, and improving educational quality. In turn, students can fully utilize the online teaching platform to identify and record areas for improvement, enabling targeted study and completion of learning tasks. When encountering difficult problems, students can revisit classroom concepts through instructional videos and course materials provided by teachers, thereby enhancing their problem-solving abilities.
5 Practical research on blended teaching
5.1 The construction of blended teaching model
The practical research on Blended Teaching effectiveness presented in this section was conducted within a ‘Data Structures’ course offered to second-year undergraduate students in Computer Science, with an average class size of 40 students. This course was selected for the analysis due to its inherent suitability for the blended model: it encompasses theoretical concepts that benefit from in-depth face-to-face explanation and discussion, alongside practical programming components and algorithm visualizations that are well-supported by online platforms for self-paced learning, demonstration, and submission. Furthermore, as a core course with significant enrollment, it presents a tangible context for examining the potential learning environmental sustainability benefits of Blended Teaching (e.g., reducing paper usage for handouts, optimizing lab resource utilization). The students’ familiarity with digital tools also provided a relevant cohort for evaluating online engagement and adaptation within the blended framework. This study was used Cronbach’s Alpha to demonstrate the rigor of the test. In addition, three variables were used for the study: Satisfaction with blended teaching, Attitudinal dimension and Effectiveness dimension to study. The final results show that the experimental results are in accordance with the normal distribution. This study does not discuss ecology and naturalism in the physical environment.
To meet the evolving demands of society for innovative educational models, educators are embarking on a pioneering path, actively pursuing exploration and innovation in education to usher in a new era (Xinfa et al., 2023). Simultaneously, insights gained from online teaching are effectively leveraged during in-person teaching engagements to enliven the classroom environment and invigorate traditional teaching paradigms with a fresh, innovative approach (Yan et al., 2021).
5.1.1 The transformation of online and offline teaching forms
Within the traditional educational framework, instructional design is traditionally divided into three primary levels: the development of learning activities, the organization of the learning environment, and the planning of media delivery. In recent years, there has been a growing trend where progressive education intersects with Internet technology (Salta et al., 2022). An example of this is the “MOOC+SPOC” hybrid model of instruction, in which educators utilize online platforms to deliver data structure courses through a combination of online and offline methods. This not only simplifies the teaching process for instructors but also significantly enhances students’ enthusiasm for learning, thereby optimizing the quality and efficiency of data structure instruction and surpassing the limitations of traditional pedagogical approaches (Lou, 2022).
In the digital age, Blended teaching initiatives are increasingly supported by the Internet and big data platforms, utilizing information technology to enhance the effectiveness of classroom teaching (Yang et al., 2022). This approach combines online and offline teaching through the extensive use of digital tools, allowing educators to better manage the learning process at all stages—before, during, and after class—thereby improving overall educational and instructional standards. Throughout the hybrid teaching process, the strengths of online platforms are utilized to overcome spatial and temporal constraints, integrating closely with big data to create a comprehensive online learning resource platform. This platform offers a wide range of teaching materials that enrich both teacher instruction and student learning experiences. At the same time, traditional teaching plans for offline instruction are refined and adjusted to provide targeted guidance for student learning, helping them overcome educational challenges and ultimately enhancing teaching quality (Zhang et al., 2023).
5.1.2 The implementation process of blended teaching model
The implementation of Blended teaching can be divided into three distinct phases: pre-class, in-class, and post-class activities (Berard and Smith, 2008). During the pre-class phase, educators distribute learning tasks through the Internet and other platforms before the lesson, allowing students to engage in self-directed study and willingly participate in group report composition. The in-class phase is the central segment. Instructors are expected to elaborate on critical and challenging aspects of the curriculum during the lesson, promote communication and discussion among students, enhance classroom interactivity, promptly address student inquiries, and assign homework. After class, it is essential for teachers to engage in a series of interactions, reflect on their teaching promptly, and improve their instructional quality. Students should diligently complete their homework to reinforce the knowledge acquired during the session. This structured approach not only ensures learning outcomes for students but also maintains the quality of the entire educational process.
Initially, in the pre-class stage, teachers are required to outline learning tasks that are aligned with educational goals. This will prompt students to engage in independent study and discussion, thereby fully leveraging their initiative and autonomy in learning. Subsequently, during the classroom instruction phase, teachers should distill the curriculum content and focus on effective teaching methodologies to prevent didactic overload. At the same time, they should encourage student dialogue and discussion while providing timely feedback and assignments to facilitate the consolidation of learned material. Ultimately, educators should engage in prompt communication, persistently reflect upon their teaching methodologies, and strive for continuous improvement in teaching quality. Students are also encouraged to complete their homework punctually to ensure mastery of the concepts they have been introduced to.
In Blended teaching, maintaining a student-centered approach and fully harnessing students’ proactive initiative is crucial. Throughout the learning process, there should be an increased emphasis on self-directed learning scenarios (Zhang et al., 2022). Both before and during class, the teacher’s pivotal role is evident in innovating teaching content, guiding students in their learning, and stimulating their interest in learning. This strategy aims to disrupt the conventional teaching model and progressively steer students toward active learning. By doing so, students evolve from passive recipients to active learners, fully realizing their subjective initiative. This transformation also allows teachers to better comprehend the students’ learning status and identify areas for improvement, thereby enhancing teaching efficiency.
On the other hand, Blended teaching should capitalize on the convenience and continuity it offers after class. In this model, lectures can be recorded, enabling students to resolve most if not all issues independently by reviewing the course playback post-class. Some scholars have suggested establishing an online platform for student interaction (Morgan and Simmons, 2021). The establishment of such a platform facilitates continuous communication with students and keeps educators updated on their learning progress which can enhance students’ learning efficiency and affirm the effectiveness of the teaching methods employed.
5.2 Analysis of student satisfaction in blended teaching
In order to assess the impact of Blended teaching on the quality of teaching and learning. Therefore, we developed a questionnaire. Using Questionnaire Star, we conducted a survey titled “University Students’ Satisfaction with Blended teaching,” which included an evaluation of teaching and learning effectiveness as well as overall satisfaction with the educational experience. Response options in the survey ranged from “very satisfied” to “satisfied,” “mostly satisfied,” “dissatisfied” and “very dissatisfied.”
As indicated in Table 1, a total of 125 questionnaires were collected, resulting in 117 valid responses after screening out invalid data through credibility validation. The coefficient value obtained from reliability analysis was 0.840, surpassing the critical value of 0.8, indicating high data reliability. In terms of respondent demographics, 46.2% were male and 53.8% were female, meeting the diversity criteria for this survey.
Table 1. Analysis of satisfaction.
The satisfaction dimensions and their respective sub-dimensions from the questionnaire underwent statistical evaluation using SPSS, employing a one-sample t-test. The analysis focused on the average ratings and the significance attributed to elements such as classroom instruction, questioning, discussion, testing, answering, laboratory demonstrations, and homework assignments. As shown in Tables 1, 2, the satisfaction dimension exhibited significant variance (p < 0.01), while other dimensions did not show significant discrepancies, indicating a high level of student satisfaction with the blended teaching approach. The one-sample t-test results with a p-value of less than 0.01 indicated a meaningful difference. Therefore, educators may prefer the Blended teaching model when selecting pedagogical methods to enhance students’ eagerness to learn and improve their academic achievements. The results presented in Tables 1, 3 demonstrate a consistently high level of student satisfaction across all instructional dimensions of the blended teaching model. One-sample t-tests were conducted to compare the mean scores of each instructional activity against a neutral test value of 3 (the midpoint of the Likert scale). All items showed statistically significant differences, with p-values less than 0.001. For example, t(116) = 13.35, p < 0.001 for “homework assignments,” with a mean difference of 1.30 (95% Cl [1.11, 1.49]); t(116) = 12.19, p < 0.001 for “answering questions in class,” with a mean difference of 1.26 (95% Cl [1.05, 1.461). Furthermore, Pearson correlation analysis revealed a moderate positive correlation between satisfaction and perceived effectiveness (r = 0.383, p < 0.001), suggesting that students who reported higher satisfaction also perceived greater academic gains. Conversely, a moderate negative correlation was observed between satisfaction and attitude (r = −0.500, p < 0.001), potentially reflecting complex motivational dynamics or reverse-coded items. These relationships merit further examination in the discussion section to better understand the psychologicalas we progress through the Blended teaching experience, it is essential to engage in purposeful reflection on instructional strategies and address any emerging challenges within the blended teaching environment. The goal extends beyond refining teachers’ educational techniques and enhancing teaching quality; it also aims to invigorate students’ intrinsic motivation to learn, empowering them to fulfill their central role in the educational journey.
Table 2. One sample test.
Table 3. Mean value.
5.3 Study status analysis of blended teaching students
To gain a deeper understanding of the learning circumstances of students and to effectively implement Blended teaching, a questionnaire survey was conducted with a focus on students’ learning enthusiasm and outcomes. The findings suggest that Blended teaching has a positive impact on students’ educational experience, enhances their proactive approach to learning, and elevates the quality of teaching.
5.3.1 Survey on students’ enthusiasm
Based on the survey findings, 49.6% of students demonstrate a positive attitude towards classroom participation, with 17.6% actively engaging in class activities. The majority of students believe that teaching should foster a harmonious and dynamic classroom environment. Most students are willing to actively participate in educational activities, collaborating with teachers and peers to explore issues and acquire new knowledge. This indicates that the majority of students possess a high level of enthusiasm for participating in classroom learning, and Blended teaching can further enhance their initiative and eagerness to learn.
5.3.2 Student learning effect survey
As indicated in Table 4, a number of students viewed blended teaching as a method to enhance their academic performance. Specifically, 45.6% of the students reported a significant improvement in their academic performance, while 19.2% noted a significant decrease. The majority of students (74.4%) believed that the primary advantage of blended teaching was the opportunity for repeated review through progress notes, which facilitated self-learning and reinforced existing knowledge. Additionally, students were able to select their own learning materials from the teaching courseware in order to meet their learning objectives and tasks.
Table 4. The advantages of blended teaching.
During the learning process, students are encouraged to engage in spontaneous discussions and contribute their questions and ideas to the teaching platform when they encounter any problems. This allows them to receive targeted guidance from teachers, who will address their concerns and help them solve their problems. The use of this online interactive platform transforms students from passive recipients into active participants in the learning process; thereby increasing their interest in learning and enhancing their critical thinking skills. In the blended teaching process, communication between teachers and students is facilitated through videos, which not only serves the purpose of preventing infections but also improves students’ learning efficiency.
6 Conclusion
Throughout this study, the intertwined concepts of Blended teaching and Blended Teaching have been central. Blended teaching describes the integrated student experience of acquiring knowledge and skills through both online and face-to-face modalities. Crucially, the effectiveness of this learning paradigm is fundamentally enabled and shaped by Blended Teaching—the pedagogical strategies, resource curation, activity design, and facilitation methods employed by educators. Our findings underscore that high-quality Blended Teaching practices, including enhanced teacher training, adaptive student guidance, and robust management mechanisms, are the essential catalysts for achieving the positive Blended teaching outcomes observed, such as increased student satisfaction, engagement, and academic performance. This synergistic relationship between effective teaching and engaged learning lies at the heart of realizing the full potential of the blended model for educational sustainability.
Blended teaching empowers educators to fully leverage educational resources, thereby improving their ability to manage and optimize the learning process across pre-class, in-class, and post-class activities. This flexibility allows teachers to dedicate more time to curriculum design aimed at fostering student capabilities and competencies, ultimately elevating the quality of education. Furthermore, by providing convenient access to abundant learning materials via the internet, Blended teaching stimulates students’ proactive learning initiatives. This mode of instruction encourages students to engage actively with the material, collaborate with peers, and seek targeted guidance from teachers when needed. Such an interactive and personalized learning environment not only enhances students’ academic performance but also cultivates their critical thinking and self-learning abilities. Importantly, Blended teaching contributes significantly to educational sustainability. By reducing paper consumption and commuting emissions, it mitigates the environmental footprint of educational activities. Additionally, by promoting equitable access to quality education, it addresses social sustainability issues, ensuring that all students, regardless of their geographical location or economic background, have the opportunity to thrive academically. The results presented in Tables 1, 3 demonstrate a consistently high level of student satisfaction across constructional dimensions of the blended teaching model. In addition to significance testing, Cohen’s d was calculated to assess effect sizes, and all items demonstrated large practical effects (e.g., d = 1.23 for homework assignments, d = 1.13 for answering questions in class, d > 1.00 across literals). These large effect sizes indicate that the differences are not only statistically significant but also educationally meaningful, confirming robust student satisfaction with the blended model in aspects such as interaction, feedback, active learning. In addition to significance testing, Cohen’s d was calculated to assess effect sizes, and all items demonstrated large practical effects. These relationships merit further examination in the discussion section to better understand the psychological factors influencing learner experience in blended teaching contexts.
Acknowledging the limitations of this study, such as the presence of invalid data in the survey and the scope of the literature review, future research should aim to address these shortcomings through continuous enhancement and exploration. As Blended teaching continues to evolve, it is imperative that educational institutions invest in both technological infrastructure and teacher training in order to fully harness its potential for promoting sustainable education practices.
In conclusion, Blended teaching represents a promising pathway towards more sustainable and effective educational systems. By balancing the advantages of online and offline teaching, it not only enhances the quality of education but also contributes to environmental and social well-being, aligning with the goals of sustainable development.
Data availability statement
The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.
Ethics statement
Ethical review and approval was not required for the study on human participants in accordance with the local legislation and institutional requirements. Written informed consent from the patients/participants or patients/participants' legal guardian/next of kin was not required to participate in this study in accordance with the national legislation and the institutional requirements.
Author contributions
TX: Resources, Supervision, Writing – review & editing. YX: Writing – review & editing. HG: Conceptualization, Data curation, Formal analysis, Investigation, Resources, Supervision, Validation, Writing – original draft. SY: Conceptualization, Data curation, Formal analysis, Investigation, Validation, Writing – original draft. WY: Writing – original draft, Writing – review & editing.
Funding
The author(s) declare that no financial support was received for the research and/or publication of this article.
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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The author(s) declare that no Gen AI was used in the creation of this manuscript.
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Keywords: educational practice, development of education, distance education and online learning, improving classroom teaching, data science applications in education
Citation: Xinfa T, Xuejiao Y, Guozu H, Yifei S and Youwei W (2025) Enhancing educational through blended teaching: an analysis of teaching and learning quality with learning environment and social impacts. Front. Educ. 10:1584739. doi: 10.3389/feduc.2025.1584739
Edited by:
Diego Gavilán Martín, University of Alicante, SpainReviewed by:
Omar Ramzy, Heliopolis University, EgyptJason DeHart, University of Tennessee, United States
Copyright © 2025 Xinfa, Xuejiao, Guozu, Yifei and Youwei. 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) and the copyright owner(s) 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: Hao Guozu, MzEzNTAwOTc4QHFxLmNvbQ==