Abstract
In the classroom, blended learning is rising in popularity. The goal of this study was to investigate and assess the factors that affect students' readiness for, perception of behavioral control over, attitudes toward, behavioral intention to use, and actual usage of blended learning in higher education. The researchers therefore set out to develop a novel model for assessing and investigating key factors that affect students' readiness as well as their perceived behavioral control over their use of blended learning in higher education. The study involved 345 undergraduate and graduate students from King Faisal University. In order to analyze the research data, structural equation modeling was used (AMOS-SEM). (a) The students' readiness for and perceived behavioral control of blended learning have a direct positive impact on students' self-efficacy, motivation to learn, learning control, and learning autonomy; (b) The students' readiness for and perceived behavioral control of blended learning have a direct positive impact on students' attitude toward use and students' behavioral intention to use blended learning; and (c) the students' attitude toward blended learning has a direct positive impact on scholastic achievement. A validated instrument was created to examine and look into key factors that influence students' willingness to accept blended learning in Saudi Arabian higher education as a result of the findings.