Blended Learning Models in Cultural and Historical Education: A Cross‐Cultural Comparison of Chinese and Western Pedagogical Practices

ABSTRACT The global rise in the popularity of blended learning models has led to an increased interest in studying their impact on educational processes. The aim of this study is to assess the effectiveness of blended learning methods in cultural and historical education by comparing Chinese and Western approaches. The study involved 291 students from three Chinese universities. A cross‐cultural comparison of Chinese and Western pedagogical practices was conducted using methods such as surveys, focus groups and expert assessments. The results also position blended and integrative educational approaches as a promising direction for educational reforms. The findings indicate the possibility of using these results to enhance the effectiveness of blended learning by adapting Western pedagogical methods within the Chinese educational system. Further research will be directed towards the broader examination of the effectiveness of blended learning with the integration of Western educational approaches in the training of students from various disciplines. In this case, it is proposed to take into account the influence of teachers, as well as to study in more depth the problem of ‘cosmopolitan nationalism’ and ‘de‐Westernisation’.