Exploring Motivation and Satisfaction in Blended Learning: Readiness and Teacher Support Matter

Abstract

Following the rapid transition to hybrid learning in Pakistani universities after COVID-19, this study examines the influence of students’ readiness for blended learning and perceived teacher support on their intrinsic motivation and course satisfaction. Utilizing a convenience sampling method, data were collected from 423 undergraduate and graduate students across leading public and private institutions via a structured Google Forms questionnaire. Factor and regression analyses were conducted to validate the measurement model and assess the predictive power of the independent variables. The results indicate that both blended learning readiness and perceived teacher support have significant positive effects on students’ intrinsic motivation and satisfaction with course delivery. Students who demonstrate technological readiness and perceive strong instructional support report higher engagement and more favorable evaluations of hybrid classes. These findings contribute to the literature on digital transformation in higher education and offer practical insights for policymakers, instructional designers, and faculty aiming to enhance blended learning practices in emerging economies such as Pakistan. The study concludes with recommendations to improve technical infrastructure and expand professional development programs for educators.