This study explores the factors influencing learners’ engagement in blended learning environments by synthesizing previous domestic and international research and examining practical enhancement strategies. Learning engagement, which includes behavioral, cognitive, and emotional dimensions, is increasingly recognized as a critical determinant of academic success in online, traditional, and hybrid instructional settings. Existing literature highlights multiple influencing variables such as motivation, self-efficacy, teacher support, peer collaboration, instructional design, and learning resources. While foreign studies often emphasize single-dimension perspectives, domestic studies tend to adopt multidimensional frameworks that integrate learner, teacher, peer, and environmental factors. In addition, several engagement models and intervention mechanisms have been proposed, focusing on activity design, communication management, and motivational regulation. Building upon these insights, the present work proposes phase-based strategies to enhance engagement across preparation, self-directed learning, consolidation, application, and evaluation stages of blended instruction. The findings underscore that structured instructional design, emotional support, and interactive learning opportunities collectively foster sustained learner participation and deeper knowledge construction in blended learning contexts.
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