In modern educational practices, the blended teaching model that integrates online and offline approaches is becoming increasingly common. In September 2022, the "International Standards for the Professional Competence of Chinese Language Teachers" published by the International Society for Chinese Language Teaching outlined the requirements for blended Chinese language teaching. This study seeks to gain a deep understanding of the blended teaching competencies of instructors teaching Master’s level courses in International Chinese Education and the challenges they face in their development. Through surveys and interviews, it was found that while instructors have strong skills and experience in offline teaching, there is a need for improvement in their use of online teaching platforms and tools, as well as in their mastery of online instructional design and interactive methods. Teachers generally agree that teacher training, institutional support, and abundant resources are key factors in improving the literacy of blended teaching online and offline. The research proposes several strategies, including providing training on blended teaching theory for teachers, strengthening infrastructure construction and technological platform training, and encouraging teachers to adapt their educational philosophy to ensure ample teaching materials and conditions for online learning are available. This study aims to offer insights and suggestions to global Chinese language education instructors on how to optimize their blended teaching capabilities, thereby promoting an overall enhancement of teacher quality and improvements in classroom efficacy.

Qunying Lin. An Investigation into the Current Status of Online-Offline Hybrid Teaching Competence among International Chinese Language Teachers and Strategies for Response: A Case Study of Regional Undergraduate Universities. International Journal of New Developments in Education (2024) Vol. 6, Issue 1: 7-13. https://doi.org/10.25236/IJNDE.2024.060102.

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