Teaching science, technology and society in blended learning large classes: a qualitative study of the Normale lecture model

Purpose This study aims to investigate teaching methodologies, best practices, and challenges encountered in delivering a science, technology, and society (STS) course using the Normale Lecture model at Y University. Design/methodology/approach Using a qualitative descriptive approach, data was collected through surveys distributed to 202 first-year students enrolled in an STS course. Ethical clearance was secured prior to data collection. Findings Effective strategies in large-class STS course included a combination of lectures, collaborative group activities, asynchronous assignments, and digital tools, such as Quizizz, to enhance engagement and provide structured, interactive learning experiences. Students perceive best practices, such as collaborative and interdisciplinary projects and active learning methods. Students face challenges such as limited interaction with instructors, fast-paced content delivery, technological issues, lack of hands-on activities, and increased stress and anxiety in large class settings. Practical implications Recommendations include reducing class size, enhancing interactive and practical activities, providing clear communication and feedback, and optimizing technology use to foster engagement and improve learning outcomes in large classes. Originality/value This study contributes to the growing body of research on large-class pedagogy in the Philippine higher education context, offering insights into adapting blended learning for diverse and large class sizes. This study focuses on a single institution and course, which limits its generalizability.