Intelligent Analysis of Collaborative Learning Behavior in a Hybrid Business English Teaching Model: A Bioethical Approach to Educational Innovation

Abstract

This study develops an intelligent analysis framework for collaborative learning behavior within a hybrid teaching model for business English, grounded in a bioethical perspective. The model emphasizes the comprehensive, dynamic, and balanced development of both teachers and students, integrating ecological and bioethical principles to foster harmonious educational environments. By exploring the ecological niche effect in business English, the study highlights the interplay of biocultural ecological dynamics to enhance teaching and learning outcomes. A collaborative learning environment is constructed based on the needs of students, teachers, and business English teaching objectives, forming a complete ecological network. A judgment matrix is developed to analyze the influencing factors of collaborative learning, and an empirical analysis of students' behavior within the hybrid teaching model is conducted. Results reveal that the teaching dimension holds the highest weight value (0.4653), with the four key factors—learning scaffolding (0.208), collaborative shared environment (0.052), context setting (0.117), and evaluation methods (0.086)—playing pivotal roles. Among these, learning scaffolding emerges as a critical element in reducing students' cognitive load, enabling more effective engagement with business English content. This research demonstrates how bioethics-informed strategies can be applied to educational models, offering a biotechnology-inspired framework for advancing collaborative learning. The findings provide actionable insights for integrating ecological principles into teaching methodologies, paving the way for innovative applications in business English education and beyond.