Optimizing Blended Learning with Digital Technologies: Insights into Faculty Readiness in Higher Vocational Education

Abstract

Blended Learning (BL) has emerged as a transformative strategy in higher education, propelled by advancements in educational and computational technologies and the growing demand for flexible learning environments. Based on the framework of Barriers to Technology Integration, this study focuses on China’s higher vocational education sector, specifically at Guangdong Polytechnic of Science and Technology (GPST), where the successful implementation of BL hinges on understanding the interplay between key dimensions influencing teacher readiness: Institutional Culture, Technological Pedagogical and Content Knowledge (TPACK), Affective Factors, and BL Awareness. Utilizing a mixed-methods approach, this research surveyed 370 GPST teachers and conducted in-depth interviews with 10 experienced educators to assess their preparedness for BL. The findings underscore significant challenges in BL readiness, particularly linked to institutional culture, which adversely impacts teachers’ TPACK and emotional readiness for BL. While BL Awareness had a limited direct effect, the synergy between technological and psychological factors was found to be crucial in shaping overall readiness. These insights inform policy development and emphasize the need for enhanced technological infrastructure and robust teacher support systems to foster greater BL readiness in Chinese higher vocational institutions.