Application and Practice of Student-Centered Blended Teaching in the International Settlement Course

Abstract

This study explores the application of student-centered blended teaching in the International Settlement course, addressing the limitations of traditional instructional methods in developing practical professional competencies. By integrating online and offline learning environments, the proposed model combines flipped classroom approaches with interactive case simulations and project-based learning activities. The implementation framework emphasizes customized learning paths through digital platforms, enabling real-time feedback and adaptive content delivery tailored to diverse learner needs. Practical teaching strategies incorporate role-playing exercises simulating cross-border payment scenarios and collaborative problem-solving tasks mirroring actual trade finance operations. Results indicate enhanced student engagement in complex financial instrument analysis and improved decision-making capabilities in documentary credit operations. The research demonstrates how blended learning environments foster deeper understanding of trade compliance frameworks and multinational banking practices. Pedagogical outcomes suggest this approach effectively bridges theoretical knowledge with industry application demands, particularly in developing documentary examination skills and risk assessment competencies. Future directions highlight the necessity for ongoing optimization of digital resource integration and expanded industry-academic collaboration to maintain curriculum relevance with evolving global trade finance practices. The findings offer referential value for business education reform, particularly in cultivating applied talents capable of navigating dynamic international trade environments.