doi: 10.18178/ijiet.2026.16.6.2618
Blended Learning Strategies to Enhance Student Engagement in Teacher Certification Training
Lu Dan1,2
,
Johan @ Eddy Luaran1,* ,
Nor Tutiaini Binti Ab. Wahid1
- 1Faculty of Education, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia
- 2Liuzhou City Vocational College, Liuzhou, China
- Manuscript receivedJuly 17, 2025
- revisedSeptember 3, 2025
- acceptedOctober 29, 2025
- publishedJune 16, 2026
Abstract
This study investigates how blended learning strategy design, technology acceptance, and peer interaction influence student engagement in teacher certification training, with learning motivation and self-efficacy as mediators. A structural equation modeling approach was applied to survey data from 200 trainees. The findings indicate that blended learning strategy design and technology acceptance significantly enhanced learning motivation and self-efficacy, which in turn promoted engagement. Peer interaction, however, showed no significant effect in this context. These results highlight the pivotal role of course design and technology usability in fostering engagement, while also contributing a novel insight by identifying boundary conditions for the effects of peer interaction in structured teacher certification settings. Practically, the study provides guidance for course-revision workshops and faculty development programs aimed at strengthening autonomy-supportive design, competence scaffolding, and platform usability in blended teacher training.
Keywords
- blended learning
- student engagement
- learning motivation
- self-efficacy
- structural equation modeling
How to Cite
Lu Dan, Johan @ Eddy Luaran, and Nor Tutiaini Binti Ab. Wahid, "Blended Learning Strategies to Enhance Student Engagement in Teacher Certification Training," International Journal of Information and Education Technology, vol. 16, no. 6, pp. 1528-1537, 2026. https://doi.org/10.18178/ijiet.2026.16.6.2618
Copyright & License
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).