Implementing blended learning in Vietnamese secondary schools: Teachers' perspectives and practices

Amid Vietnam's ongoing curriculum reforms and digital transformation, our study explores key factors influencing the implementation of blended learning among secondary school teachers, particularly in elective subjects. Using a large-scale mixed-methods design, we surveyed 1,834 teachers and conducted focus groups with 40 participants from diverse contexts. Guided by multiple theoretical frameworks, the research examines how teacher beliefs, readiness, and teaching conditions interact to shape blended learning practices. Quantitative findings reveal that teacher readiness is the most significant predictor of implementation (r = .468, p < .001), strongly linked to teacher beliefs (r = .559). Notably, teaching conditions showed a negative correlation with both beliefs and practices, indicating that infrastructure alone does not ensure pedagogical change. Group comparisons highlight that early-career and postgraduate-trained teachers are more engaged in blended practices. Qualitative insights support these findings, revealing how teachers in resource-limited settings adopt innovative strategies, emphasising professional agency and resilience. The study contributes to global discussions on digital education by centring teacher-level drivers of change. It recommends a policy shift from infrastructure-heavy approaches to targeted professional development that empowers teachers as catalysts for sustainable blended learning reform.