Abstract This study investigates the impact of blended learning as a strategy for enhancing educational sustainability in higher education. By acknowledging the increasing integration of technological resources, blended learning effectively combines face-to-face instruction with online experiences, creating a more dynamic and interactive learning environment. This multimodal approach not only aims to enhance student engagement but also addresses the pressing need for sustainable educational practices. By harnessing the innovative features of both traditional and online learning, the study seeks to make higher education more accessible and appealing to a diverse student population. To achieve this objective, a conceptual model is adopted that focuses on constructs from the Technology Acceptance Model (TAM), integrated with students' overall perceptions to provide a clearer understanding of how blended learning influences educational sustainability. Accordingly, the model incorporates the following factors: computer self-efficacy, subjective norms, perceived enjoyment, perceived ease of use, perceived usefulness, attitudes towards blended learning, and educational sustainability. The results have shown that most of the proposed hypotheses are accepted. However, only few are rejected which allows future research to continue investigating the issue of educational sustainability in depth.
Al-Maroof et al. (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: