Blended learning is now widely adopted across higher education institutions in Malaysia, yet few empirical studies have explored its effects on student engagement across different dimensions. This study adopts a sequential explanatory mixed-methods approach to investigate how blended learning influences undergraduates’ behavioural, emotional and cognitive engagement at Universiti Kebangsaan Malaysia (UKM). For the quantitative part, 350 students completed a revised scale adapted from the National Survey of Student Engagement. The qualitative stage consisted of semi-structured interviews with fifteen students and five instructors. Regression results demonstrate that teaching presence has strong predictive power over all three types of student engagement. Social presence stands out as the most influential factor for emotional engagement, and cognitive presence acts as the leading predictor for cognitive engagement. Cognitive engagement recorded the lowest average score in the overall assessment, and this dimension hinges greatly on deliberate teaching planning. Thematic analysis of interview data identifies four core themes. These include flexible learning modes and independent learning abilities, the essential role of instructor guidance, peer interaction and the building of learning communities, as well as common hurdles such as technical glitches and struggles to keep focused on deep thinking. This research adds valuable empirical evidence from a non-Western context and enriches current theoretical frameworks on student engagement. It also puts forward practical suggestions to improve blended learning course design, support instructor growth and upgrade institutional support resources.
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