Factors affecting blended learning acceptant based on utaut2 and tpack models among educators at public education institution in Malaysia

Blended Learning (BL) is increasingly emphasised in Malaysian higher education in line with national digital transformation policies. Despite institutional support and infrastructure development, the adoption and sustained use of BL among academic staff remain inconsistent. This suggests that technology acceptance factors alone may not sufficiently explain educators’ readiness to adopt BL, particularly when instructional knowledge capabilities are equally critical. This study integrates the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) and the Technological Pedagogical Content Knowledge (TPACK) framework to analyse the structural relationships between technology acceptance factors and instructional knowledge readiness in predicting educators’ behavioural intention and actual use of BL. Using a stratified sampling approach, data were collected from 300 academic staff across faculties and academic centres at a Malaysian public university. The sample size was considered sufficient to ensure adequate statistical power for structural equation modelling. Data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) to evaluate measurement reliability, construct validity, and structural relationships. The findings indicate that Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Hedonic Motivation, Habit, and the TPACK components of Pedagogical Knowledge, Content Knowledge, and Technological Knowledge significantly influenced Behavioural Intention, which subsequently predicts the Actual Use of BL. Facilitating Conditions demonstrated the strongest direct effect, underscoring the importance of institutional and infrastructural support. Moderation analysis further revealed that age and teaching experience significantly moderated the relationship between Technological Knowledge and Behavioural Intention. This study validates an integrated UTAUT2–TPACK model in explaining BL adoption within a Malaysian public higher education institution. The findings strengthen the existing literature by demonstrating the combined influence of technology acceptance and instructional knowledge, while highlighting the need for targeted professional development and sustained institutional support to ensure effective and sustainable BL implementation