Factors influencing blended learning acceptance in Algerian higher education: a comprehensive analysis

Purpose This study aimed to evaluate Algerian students' acceptance of blended learning (BL). It incorporated eight dimensions derived from the technology acceptance model (TAM) and unified theory of acceptance and use of technology (UTAUT) models and involved validating a research tool consisting of 32 items. Design/methodology/approach Blended learning (BL) in higher education (HE) not only makes education more flexible and accessible but also enhances the overall quality of learning through diverse methods, preparing students for future digital work environments (Zhang et al ., 2022). This study aimed to evaluate Algerian students' acceptance of BL. It incorporated eight dimensions derived from the TAM and UTAUT models and involved validating a research tool consisting of 32 items. The final implementation was conducted with 549 undergraduate and master’s students aged between 19 and 33. The results indicated that performance expectancy (PE), effort expectancy (EE), social influence (SI) and facilitating conditions (FC) had a positive direct effect on behavioral intentions (BI). Moreover, BI positively affected actual acceptance (AA). Additionally, there were positive and significant indirect effects of FC on AA through the mediating variables perceived usefulness (PU), social influence (SI) on AA through BI and perceived ease of use (PEU) on AA through PU. However, EE had no significant indirect effect on AA through PU. Furthermore, gender was a significant moderating variable between SI and AA. There was no significant effect of students' residence on the relationships between PEU and PU and PEU and BI. The study offers valuable insights into educational practices and policies, concluding with practical recommendations to enhance the academic environment, informed by these study outcomes. Findings This study finds that the students' place of residence did not significantly moderate the relationships involving PEU. This suggests a uniform perception of BL’s ease of use among students, irrespective of their residential backgrounds. This uniformity is essential for the implementation of BL across diverse regions in Algeria, indicating that a one-size-fits-all approach to BL design might be effective. Originality/value Researchers measured the contribution of PU, PEU, PE, EE, SI, FC, BI, AA to know the direct and indirect effects among them, as well as the research populations. The questionnaire covered all the study variables, which were applied randomly at Batna 2 University.