The rapid evolution of educational technologies has necessitated pedagogical transformations, particularly in technical and vocational education domains such as electronics technology. This study proposes and validates an analytical framework designed to evaluate the impact of inquiry-driven blended learning strategies on students’ academic performance. Grounded in constructivist learning theory and the Atkin-Karplus Learning Cycle, the research integrates inquiry-based methodologies with blended learning environments to enhance conceptual understanding and applied competencies. A mixed-methods approach is adopted, combining quantitative performance analysis with qualitative insights into learner engagement and instructional effectiveness. The findings indicate that inquiry-driven blended learning significantly improves academic achievement, critical thinking, and problem-solving skills. The framework highlights the interplay between instructional design, technological tools, and learner-centered inquiry processes. Implications for curriculum design, teaching strategies, and institutional policy are discussed, alongside limitations and recommendations for future research.