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

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.