A THEORETICAL EXPLORATION OF THE RELATIONSHIP BETWEEN STUDENT SELF-EFFICACY AND BLENDED LEARNING ENVIRONMENT IN ZHEJIANG VOCATIONAL COLLEGES

Abstract

Against the background of global educational digitalization, blended learning has become the core model to boost the high-quality development of vocational education. Student self-efficacy serves as a critical psychological variable connecting technological application and learning effectiveness, which directly affects vocational students’ skill acquisition and career development. Taking vocational colleges in Zhejiang as research subjects, this study conducts a systematic literature review, and integrates classic self-efficacy theories and empirical evidence to redefine the connotations of student self-efficacy and blended learning environment in vocational education scenarios. The study identifies the core influencing factors and multi-level formation mechanism of blended learning environment on student self-efficacy in the context of Zhejiang’s industry-education integration and post-course-competition-certificate system, and clarifies the theoretical contributions and practical implications of the research. It enriches the environment–psychology interaction framework in vocational education, and provides targeted strategies for optimizing blended learning design and improving student self-efficacy in Zhejiang’s vocational colleges.