مجلة الباحث الإقتصادي
Volume 14, Numéro 1, Pages 287-305
2026-06-30

Determinants Of Blended Learning Adoption In Algerian Higher Education: An Integrated Technology Acceptance Model And Theory Of Planned Behavior Approach Using Structural Equation Modeling



Authors : Amer Imane . Idrissi Mokhtar . Souar Youcef .

Abstract

This study examines the factors influencing students’ adoption of blended learning at the University of Saida, Algeria. To provide a comprehensive understanding, We developed an integrated model based on the Technology Acceptance Model (TAM) and the Theory of Planned Behavior (TPB). The data for this study were collected in 2025.through an online survey of 370 students who had prior exposure to blended learning. The application of Structural Equation Modeling (PLS-SEM) demonstrated that Perceived Ease of Use significantly affects Perceived Usefulness and Attitude. Notably, Perceived Usefulness emerged as the most substantial antecedent of Attitude, which in turn was the key direct driver of Behavioral Intention. Subjective Norms and Perceived Behavioral Control also show significant effects on students’ intentions. The model demonstrates strong explanatory power, particularly in predicting Attitude and Behavioral Intention, confirming that adoption is shaped by cognitive, affective, and social-contextual factors. These findings highlight the importance of providing user-friendly tools, high-quality learning resources, and supportive institutional environments. Overall, the study validates the applicability of the integrated TAM-TPB framework in the Algerian higher education context and offers practical guidance for policymakers and educators seeking to strengthen blended learning integratio

Keywords

Blended learning ; Technology Acceptance Model ; Theory of Planned Behavior ; Structural Equation Modeling

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