Blended learning is increasingly adopted in higher education, yet its impact on student engagement in Nepal remains underexplored. This study examined how undergraduate business students experience blended learning and its effects on knowledge, engagement, and collaboration. Using a sequential mixed-methods design, 120 students completed pre- and post-tests and structured engagement surveys, while 12 students participated in focus group interviews. Quantitative data were analyzed with descriptive statistics and the Wilcoxon signed-rank test, and qualitative data were examined through thematic analysis. Findings revealed that students actively engaged in discussion forums, case-based problem solving, group projects, and gamified quizzes, which enhanced critical thinking, teamwork, and comprehension of business concepts. Post-test results indicated significant improvements in knowledge and engagement ( Z = −5.127, p 0.001). Students reported greater motivation, interest, and confidence in learning, highlighting the role of digital tools in supporting flexibility and collaboration. Challenges included unreliable internet, unfamiliarity with digital platforms, and balancing online and in-person tasks. The study concludes that structured blended learning, supported by active learning strategies and digital literacy, enhances student engagement and skill development. Future research should explore other disciplines, longer-term effects, teacher perspectives, and the interplay of digital access and student-centered pedagogy to inform effective implementation in Nepalese higher education.
Som Raj Nepali (Fri,) studied this question.