This paper discusses blended learning as a widely adopted instructional approach in higher education, particularly for initial and continuing education. Despite its global relevance, there is limited implementation between different international regions, particularly involving developing countries. The focus is on exploring blended learning courses for international teacher professional development. The paper outlines theoretical and operational principles based on a socio-constructivist approach, presenting a blended design within an international project. It emphasizes the potential for global collaboration and cooperative growth in blended learning environments.

Blended Learning, Collaboration, International Professional Learning, Design, Teacher, Regional Differences,

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