Impact of Blended Learning Teacher Training on university biology professors: a pretest–posttest study.

Abstract

This study evaluated the impact of a Blended Learning teacher training course for university biology professors. A quantitative quasi-experimental pretest–post-test design with repeated measures was conducted with 20 participants. A 16-item Likert scale organized into four dimensions was applied: conceptual knowledge, technological competence, instructional design, and learning assessment. Results showed statistically significant increases in global and dimensional scores, particularly in knowledge of the model, LMS use, and assessment in hybrid environments. Findings indicate that teacher training promotes the initial appropriation of Blended Learning and strengthens perceptions of pedagogical competence for its implementation in higher education, particularly within university biology teaching contexts and educational innovation processes in contemporary digital learning environments worldwide today.