Optimizing Academic and Non-Cognitive Outcomes Through Blended Learning: A Framework for Advancing SDG 4

This study examines the effectiveness and implementation fidelity of the Mind–Grit Pathways framework, a blended and personalized learning intervention integrating academic instruction with growth mindset and grit development in alignment with Sustainable Development Goal 4 (Quality Education). Using a quasi-experimental pretest–posttest control group design, the study analyzed Grade 11 students from two demographically comparable urban high schools (n = 933). Treatment students (n = 491) participated in the intervention across mathematics, science, and English/reading for one academic year, while control students received traditional instruction. Multivariate analyses indicated significantly greater academic gains for treatment students across all subject areas and total achievement (p < 0.001). Within the treatment group, substantial teacher- and homeroom-level variation was observed, with large effects in mathematics and moderate effects in science and English/reading, highlighting the role of instructional enactment. Teacher professional development hours were positively associated with student engagement and achievement gains, and student platform usage demonstrated a strong relationship with academic growth, providing objective evidence of implementation fidelity. The results suggest that blended learning frameworks can produce meaningful and equitable academic gains when supported by sustained professional development and high-quality classroom implementation.