The experience of COVID-19 crisis has prompted teachers around the world to use e-learning methods more than ever before. After the crisis ended, many teachers in Eastern Europe, who previously used the internet only to communicate news or opinions via email or social media, learned to use specialized software and platforms to solve mathematical problems specific to the subjects they teach. With teachers and students returning to classrooms, quantitative problem-solving methods and techniques were more readily accepted by students, as they could be explained to them face-to-face, individually and in groups. The purpose of this paper is to demonstrate that, in recent years, the professional performance of Romanian students in engineering faculties has improved through the introduction of blended learning and the simultaneous increase in the proportion of mathematical applications in specialized laboratories and seminars. The research on which this paper is based was conducted in the laboratories and Industrial Logistics courses of the Mechatronics and Robotics departments at a university in Romania. The first part of the research uses data from secondary sources, collected by the teacher for the series of students in their final years of Mechatronics and Robotics over the last 4 academic years, for a total of 217 students (on average, approximately 54 students per academic year). Then, comparisons were made for each group of students with data from the 2020-2021 academic year regarding student attendance at Industrial Logistics classes, their laboratory grades, and grades given by students to the professor within the institutional evaluation system. In our paper, we specified how we modified the teaching method and what applications based on quantitative techniques we introduced each year in the subject of Industrial Logistics. The use of blended learning and the year-on-year increase in the proportion of quantitative mathematics applications in laboratories are key factors that have led to an increase in the proportion of students who attended all courses in the 2024-2025 academic year by more than 100% compared to 2020-2021. In addition, in the last academic year, the teacher recorded an increase of over 23% in the average grade obtained in student evaluations, compared to the 2020-2021 academic year. The second part of the research is based on the observation method used by the teacher, referring to the involvement of students in solving Industrial Logistics applications. With the diversification of the types of problems in the respective subject and the increased permission to use other software or online platforms, the number of students who solved optional problems, not just mandatory ones, has increased year after year. We conclude that the use of blended learning increased engineering students' desire to improve their skills in using as many mathematical problem-solving methods as possible, but also increased the efficiency of knowledge transfer from teacher to students.

Keywords: Blended learning, quantitative, engineering, logistics.