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An fsQCA-based Configurational Analysis of Factors Impacting Student Engagement in Blended Learning

Year: 2025

Type: article

Abstract: This study employs fuzzy-set Qualitative Comparative Analysis (fsQCA) to examine how critical thinking, self-regulation, peer interaction, sense of belonging, and teaching presence collectively influence student engagement in blended learning among Chinese higher education learners. The findings reveal that no single factor alone is sufficient to predict engagement; rather, three distinct configurations of these variables highlight the complex interplay of cognitive, social, and structural supports required for effective engagement. The study underscores that multiple pathways can lead to high student engagement, offering guidance for designing and facilitating effective blended learning environments.

Source: World Journal of Educational Research

DOI: 10.22158/wjer.v12n5p1

Author: Lang Zuo

Institution: Hainan Vocational University of Science and Technology

Language: English

Topic: Online and Blended Learning

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4414338639

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