Do Gender Differences Matter? Investigating Attitudinal Variations Toward Blended Learning in Pre-Service Teacher Education

This study examines the influence of gender on attitudes toward blended learning among pre-service teacher educators. Employing a quantitative survey with 50 participants (60% female, 40% male) using simple random sampling, the research explores whether male and female teacher trainees differ significantly in their perceptions of blended learning, which integrates traditional face-to-face instruction with digital technologies. Descriptive analysis indicated generally positive attitudes across genders, with males showing preference for autonomous, technology-driven learning and females favouring structured, collaborative environments. However, inferential statistics via independent samples t-test revealed no statistically significant gender-based differences (p > .05) in attitudes. Conversely, age showed a significant impact (p < .05), with participants under 25 exhibiting greater enthusiasm, confidence and adaptability toward blended learning tools compared to those aged 26-30. The findings suggest that digital literacy, access to resources and individual learning styles influence attitudes more than gender. The study underscores the importance of equitable technological access and targeted digital training to bridge demographic and experiential gaps. Limitations include a small sample size and restricted age range, recommending future research with larger, more diverse cohorts and mixed-method approaches to deepen understanding of blended learning acceptance in teacher education.