Abstract

This study investigates the effectiveness of the “4S-PDCA Strategic Management Model” in enhancing faculty competencies in hybrid teaching environments. The research focuses on university lecturers at Hubei Engineering University, examining the impact of a structured professional development program that integrates the PDCA (Plan-Do-Check-Act) cycle and TPACK (Technological Pedagogical Content Knowledge) framework. A mixed-methods approach, combining quantitative pre- and post-test assessments with qualitative feedback, was employed to evaluate improvements in lecturers’ technological integration, instructional design, student interaction, and formative assessment. The results demonstrate significant improvements in all competency areas, with large effect sizes, particularly for faculty members with lower initial levels of technological proficiency. These findings highlight the importance of continuous professional development programs tailored to faculty needs and suggest that the 4S-PDCA model can serve as a scalable and effective intervention for enhancing teaching practices in hybrid learning environments. The study also discusses the implications for the broader application of this model in higher education institutions, emphasizing the need for adaptable, evidence-based strategies in faculty development. Limitations of the study, including the lack of a control group and the small sample size, are acknowledged, and recommendations for future research are provided.

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