Enhancing Deep Learning for Students with Disabilities in Saudi Arabia: A Structural Model of Presence and Mediating Factors in Blended Learning

This study investigated how presence factors affect deep learning (DLE) in blended learning environments in Saudi students with disabilities (SwDs). This study used partial least squares structural equation modeling to examine how teaching presence (TEP), social presence (SOP), and cognitive presence (COP) affect DLE through the mediating roles of academic buoyancy (ACB), learner interactions (LEI), and learning engagement (LEE). Significant results were obtained from the data gathered from 146 SwDs across four Saudi universities. The presence factors had strong direct effects on DLE, with COP having the most significant effect ( β = 0.342), followed by SOP ( β = 0.313) and TEP ( β = 0.226). Mediation analysis confirmed that ACB and LEI worked well as mediating variables, even though SOP did not show any significant mediation through ACB. This study helps clarify how presence elements might improve the learning results for SwDs in mixed settings. These results imply that adaptive technologies can enhance cognitive support systems and create inclusive learning environments. This study also underlines the need for universal design for learning concepts and easily available learning management systems to meet various student needs.