BLENDED LEARNING COMPETENCIES OF PRESERVICE TEACHERS AT HANOI METROPOLITAN UNIVERSITY: A STEP TOWARD SUSTAINABLE EDUCATIONAL ECOSYSTEMS IN THE DIGITAL ERA

The rapid digital transformation in education has necessitated the integration of blended learning, combining faceto-face and online instruction, to prepare preservice teachers for modern pedagogical demands.This study investigates the adaptation of preservice teachers at Hanoi Metropolitan University to blended learning competencies, focusing on their proficiency in integrating technology and pedagogy, factors influencing their adaptation, and variations across demographic groups.Using a mixed-methods approach, data were collected from 110 students via questionnaires and semi-structured interviews.Findings reveal moderate adaptation levels, with technological proficiency and pedagogical flexibility as key strengths, but barriers such as limited infrastructure and inadequate training persist.Academic year and specialization significantly influence adaptation, highlighting the need for targeted interventions.These results contribute to the literature on teacher education and inform curriculum development in digital-era pedagogies.