This mixed-methods quasi-experimental study examines the effectiveness of a structured station-rotation blended learning model implemented in 38 Uzbek general secondary schools (N = 4,126 students in grades 9–10) during the 2022–2025 academic years. Compared to traditional face-to-face instruction, the blended approach yielded large and sustained gains in mathematics (0.42σ) and English language proficiency (0.47σ), substantially narrowed the rural–urban digital skills gap, and significantly enhanced students’ intrinsic motivation, autonomy, and 21st-century competencies. Effect sizes exceed most international meta-analytic benchmarks, suggesting a pronounced “latecomer advantage” in a previously low-technology integration context. Qualitative data highlight the pivotal role of sustained teacher professional development and contextual adaptation. The findings provide robust evidence that carefully designed blended learning can serve as an accelerator for modernizing post-Soviet centralized education systems while preserving cultural and pedagogical strengths.