Innovation in Language Learning

Blended learning (BL) has emerged as a significant educational reform globally, including within Vietnamese higher education. This study explores the adoption of BL by six English as a Foreign Language (EFL) teachers at a Vietnamese university, with a particular focus on teacher change resulting from a tailored professional development (PD) program. Framed by the Dynamic Model of Teacher Change, adapted from Clarke and Hollingsworth’s (2002) Interconnected Model, the research employed a qualitative single-case study design, drawing on semi-structured interviews and participant reflections. Data were analysed using thematic analysis and an integrated narrative framework to explore both shared patterns and individual trajectories of change. The findings indicate that the PD program successfully addressed participants’ initial concerns, strengthened their pedagogical and technological competencies, enhanced instructional practices, and deepened their commitment to adopting BL. Participants also perceived improvements in student engagement and learner autonomy. However, the findings highlight that teacher change was neither linear nor uniform, but rather a negotiated process between the intended PD content and the teachers’ established routines. This negotiation was mediated by ‘resonance’, a dynamic, ongoing engagement with the PD experience, shaped by both contextual and personal factors. Despite reported gains, full adoption of BL remained challenging for some, with instances of partial implementation or reversion to prior practices. The study culminates in the development of a refined Dynamic Model of Teacher Change, which foregrounds the role of teacher agency and contextual mediation—dimensions often underexplored in conventional PD models. This model, alongside the findings, offers practical implications for PD designers, institutional leaders, and educators seeking to promote sustainable and context-sensitive adoption of BL practices.