From Classroom to Career: Exploring the Synergy of Internships and Blended Learning in Enhancing Student Satisfaction in China

Abstract

This conceptual paper examines the combined impact of internships and blended learning on student learning satisfaction within Chinese higher education. Internships are explored as critical experiential opportunities that bridge academic knowledge with real-world application, fostering career readiness and practical skills. Simultaneously, blended learning integrates traditional instruction with online tools to provide flexible, personalized, and engaging educational experiences. Guided by Experiential Learning Theory (ELT) and Self-Determination Theory (SDT), the paper highlights how these pedagogical strategies address cognitive and motivational needs, enhancing satisfaction and engagement. The study identifies key factors influencing their effectiveness, such as mentorship quality, technological infrastructure, and curriculum design, and underscores the unique challenges posed by the Chinese context, including resource disparities and cultural expectations. By proposing a multidimensional framework, the paper provides insights for educators, policymakers, and stakeholders to develop innovative strategies that balance academic excellence with professional preparation, ultimately contributing to global discourses on higher education reform.