Aplicaciones del Blended Learning de los estudiantes en las Prácticas Pedagógicas Profesionales de Lenguas Extranjeras

This article presents a diagnostic assessment of the application of the innovation management model oriented to Blended Learning in the professional teaching practices of students in the Foreign Languages program at the University of Atlántico. Through the analysis of seven indicators—including pedagogical competencies, communication skills, critical reflection, ethical attitudes, and didactic strategies—significant progress is evident in areas such as lesson planning, time management, foreign language communication, and openness to feedback. However, gaps were also identified in the systematic implementation of Blended Learning strategies, particularly in the integrated use of digital resources and the promotion of autonomous learning. The findings are contrasted with current theoretical frameworks, which emphasize the importance of combining technology, active pedagogy, and ongoing teacher training for the effective application of the model. In conclusion, Blended Learning represents a valuable tool for enhancing the training of future teachers, though its implementation requires reinforcement through more consistent didactic and technological strategies.