Challenges of Implementing Blended Learning in Science Experiment Courses: An Empirical Study on Science College Teachers in Hebei Province

© 2026 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

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Abstract

Science college teachers in Hebei, China, face core challenges in blended science experiment courses: insufficient digital literacy, difficult remote lab supervision, low online engagement, poor infrastructure, lack of targeted training, and inadequate online-offline integration. Based on Social Learning and Constructivist Theories, this quantitative study surveyed 245 randomly sampled teachers from 7 Hebei normal colleges. Results reveal a strong positive correlation between blended teaching challenges and strategy application. It provides Hebei’s science education stakeholders with targeted insights, emphasizing discipline-specific frameworks for experimental courses.

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