Teacher readiness and blended learning implementation in Chinese vocational colleges: a quantitative survey study

Abstract

Teacher readiness remains a key constraint on blended learning adoption in vocational education, yet limited research has examined how multiple readiness dimensions jointly shape implementation among vocational economics educators in China. This study investigated how technological literacy (TL), attitudes toward technology (AT), educational service quality (ES), and knowledge to create content (KC) predict teacher readiness for blended learning (RL), and how readiness influences actual practice among 390 economics teachers in vocational colleges in Hunan Province, China. A quantitative cross-sectional survey design was employed. Path analysis showed that all four antecedent variables significantly predicted readiness (R²=37.0%), while readiness significantly predicted blended learning practice (β=0.322, p<0.001). Bootstrapped mediation analysis confirmed partial mediation across all four pathways, indicating that implementation occurs through both direct competency-enabled and readiness-mediated routes. Demographic characteristics showed no significant effect on readiness, suggesting that institutional conditions are more influential than teacher profiles. The study extends technology acceptance theory by demonstrating that integrated, multi-dimensional readiness modelling better explains blended learning implementation in subject-specific vocational contexts. The findings imply that institutional support, professional development, and content creation capacity are essential for scaling blended learning in comparable vocational education systems.