Author(s)

Pan Zhang ¹

Affiliation(s)

¹ Chongqing Industry Polytechnic University, No.1000 Taoyuan Road, Yubei District, Chongqing, 401120, China

Corresponding Author

Pan Zhang

ABSTRACT

In the context of digital transformation in vocational education, blended teaching has become an important direction for professional course reform in higher vocational colleges. The Industrial Internet Technology major, characterized by rapid technological updates and strong practical orientation, places higher demands on teachers' blended teaching competencies. Based on competency theory and research on blended teaching, and considering the teaching characteristics of the Industrial Internet Technology major, this study constructs a teacher competency model for blended teaching with four first-level dimensions and eleven second-level dimensions, and develops a corresponding evaluation index system. A questionnaire survey was conducted among teachers of the Industrial Internet Technology major in higher vocational colleges to analyze the current status of their blended teaching competencies. The results show that teachers perform well in understanding blended teaching concepts and applying information technology, but shortcomings remain in integrated virtual–real instructional design, formative assessment implementation, and teaching reflection based on learning data. Based on these findings, the study proposes pathways to enhance teachers' blended teaching competencies through instructional design, assessment approaches, and institutional support, providing a reference for teaching reform and professional development.

KEYWORDS

Vocational education; Industrial internet technology major; Blended learning; Teacher competence; Instructional design

CITE THIS PAPER

Pan Zhang. Construction of a Competency Model for Blended Learning among Teachers in Industrial Internet Technology Majors. Advances in Vocational and Technical Education (2026) Vol. 8: 36-42. DOI: http://dx.doi.org/10.23977/avte.2026.080105.

REFERENCES

[1] Wang, J. X., Wang, S. Q., & Chen, W. G. (2022). Research on the blended teaching competency model of university teachers based on TPACK. China Distance Education, (08), 26–34.
[2] Zhao, H. P., & Qiu, M. Q. (2022). Current status, influencing factors, and improvement strategies of university teachers' blended teaching competency. Heilongjiang Education (Theory & Practice), (09), 40–42.
[3] Meng, Y. L., Wang, L. Y., & Yang, J. (2024). Research on university teachers' competency in blended teaching evaluation. Journal of Henan University of Science and Technology, 44(12), 20–29.
[4] Chen, J. T. (2024). Research on the blended teaching competency model of teachers in higher vocational colleges. Vocational Education, 23(04), 48–51+71.
[5] Du, J. (2022). Strategies for constructing a competence-oriented blended teaching model in higher vocational education. Journal of Shandong Business and Technology Vocational College, 22(01), 50–53+66.
[6] Chen, J. X. (2025). Research on cross-domain enhancement of teachers' digital competency under the blended teaching model. Journal of Henan University of Technology, 33(03), 70–74.
[7] Wang, H., & Zhang, Y. (2021). Research and practice on blended teaching competency of higher vocational teachers. Journal of Chizhou University, 35(03), 142–144.

Sponsors, Associates, and Links

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• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Adult and Higher Education