College English courses, serving both instrumental and humanistic purposes, are a crucial component of general education at colleges and universities. This underscores the pressing need to advance the integration of civics and politics within these courses. This study develops a blended teaching model for incorporating civics and politics into college English courses, employing a structured pedagogical framework of teaching objectives, implementation, and evaluation. It proposes several hypotheses concerning factors that influence the quality of civics and politics instruction within English courses. Using School Y as a case study, a comparative experiment was conducted, and various data analysis techniques— including one-way ANOVA, multiple linear regression, and stepwise regression—were applied to substantiate the hypotheses. The experimental results revealed that students in class A showed an improvement ranging from 5.59 to 9.5683 points over class B. Correlation and regression analyses demonstrated that the selected predictor variables accounted for 88.3% of the variance in teaching quality, with an F-value of 231.158 and a p-value of 0.000, indicating a robust fit and statistical significance of the regression model. All hypotheses were confirmed except for H2, H6, and H7. This research delineates the varying impacts of each factor on teaching quality. It offers concrete recommendations for enhancing civics and politics education in university English courses through a blended learning approach.