Enhancing Faculty Pedagogical Competence through Collaborative HyFlex Training: A Quasi-Experimental Study

HRMARS - As the HyFlex model continues to expand into teacher professional development worldwide, evaluating the effectiveness of Collaborative HyFlex Training (CHT) on faculty pedagogical competence has become practically significant. This study employed a quasi-experimental nonequivalent control group design with 60 university teachers (30 per group), collecting pre- and post-test data over a five-month period. Quantitative analyses were conducted using robust ANCOVA to assess intergroup differences, supplemented by the Mann-Whitney U test for non-parametric validation. The results showed that the experimental group significantly outperformed the control group in post-test pedagogical competence (? = 0.202, p = .010), with a moderate effect size (r = 0.333). Sub-dimension analyses further revealed a differentiated pattern: the experimental group demonstrated substantial improvements in reflective practice with iterative improvement (gain = 0.90, p < .001) and technology integration (gain = 0.90, p = .050), while instructional design showed no significant group difference (p = .502). The consistency between parametric and non-parametric results confirmed the robustness of the findings. These findings suggest that the CHT framework, operationalized through an “observation–reflection–practice” cycle, effectively enhances teachers’ pedagogical competence (TPC), particularly in higher-order reflective capacities and technology-enhanced teaching practices. This study provides preliminary empirical support for the cross-institutional collaborative HyFlex teacher training model and offers a replicable framework for digital transformation in higher education.