ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1573461
Connecting the Dots: How Social Presence and Learning Relevance Drive Student Engagement in Sustainable Blended Learning
Provisionally accepted
- 1Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia
- 2UCSI University, Kuala Lumpur, Malaysia
- 3Guizhou Light Industry Technical College, Guiyang, Guizhou Province, China
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This research leverages insight from the community of inquiry (CoI) theory to examine the influence of sustainable blended learning (SBL), social presence (SP), and student engagement (SE). In addition, the expectancy-value theory (EVT) supports an assessment of the relationship between sustainable blended learning, perceived learning relevance, and student engagement. The study uses a purposive sampling approach to collect data from 370 university students in Kuala Lumpur, Malaysia. For data analysis, the research uses Smartpls for inferential analysis and SPSS for descriptive analysis. The study's findings show significant direct relationships between sustainable blended learning and social presence, sustainable blended learning and perceived learning relevance, social presence and student engagement, perceived learning relevance and student engagement. Moreover, social presence and perceived learning relevance significantly mediate the relationship between sustainable blended learning and student engagement. This research guides university management and educational policymakers in using sustainable blended learning through social presence and perceived learning relevance to achieve student engagement.
Keywords: Community of Inquiry theory, expectancy-value theory, sustainable blended learning, Social presence, perceived learning relevance, student engagement
Received: 09 Feb 2025; Accepted: 23 Jun 2025.
Copyright: © 2025 Liyan, Ibrahim, Wee Hoe, Shuying, Kaijuan and Qizhi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Yang Liyan, Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia
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