Blended Learning in Undergraduate Design Education: Enhancing Academic Achievement, Self-Directed Learning, and Critical Thinking in Taiwan

This study investigates the impact of blended learning on design education within Taiwan's teacher-centred educational culture, involving 378 undergraduate students from three Taiwanese universities. Using statistical methods such as t-tests, ANOVA, multiple regression, and pre- and post-learning comparisons, the research found significant improvements in academic achievement (Cohen's d = 0.39), self-directed learning (SDL, Cohen's d = 0.47), and critical thinking (Cohen's d = 0.39), with no notable differences based on gender or university. These findings highlight the potential of blended learning to cultivate key competencies, such as SDL and critical thinking, in Taiwan's design education, where a cultural emphasis on authority and face-to-face interaction influences learning preferences. The results offer insights for integrating blended learning into design curricula in similar cultural contexts.