Factors Influencing Student Satisfaction With Blended Learning in Pedagogical Skills Training in Vietnam

Authors

• Pham Thi Binh, Hanoi National University of EducationFollow
• Vu Thi Mai Huong, Hanoi National University of Education, VietnamFollow
• Nguyen Thi Bich, Hanoi National University of EducationFollow
• Kieu Phuong Thuy, Hanoi National University of EducationFollow

Digital Object Identifier

10.18870/hlrc.v16i1.1660

ORCID

Pham Thi Binh, https://orcid.org/0009-0003-4249-1661

Vu Thi Mai Huong. https://orcid.org/0000-0002-0302-4169

Nguyen Thi Bich, https://orcid.org/0009-0005-5283-2831

Kieu Phuong Thuy, https://orcid.org/0009-0009-7720-9105

Abstract

This study investigates the structural determinants of student satisfaction with blended learning (BL) within pedagogical professional development modules at a Vietnamese university of education. Utilizing a partial least squares structural equation modeling (PLS-SEM) approach, with a large sample of 1,121 pre-service teachers, the research evaluates the relative influence of five key factors: instructional quality, learner agency and professional awareness, technological infrastructure, course content, and institutional support services. Results indicate a high overall level of student satisfaction. The structural model explains 63% of the variance in satisfaction (R2 = 0.63), with instructional quality identified as the most significant determinant, significantly outweighing technological infrastructure and static content.

Expanding on previous research, this study advances BL theory by demonstrating that pre-service teachers evaluate hybrid environments through a dual lens—acting simultaneously as current learners and future educators. The research underscores that in vocational teacher training, the digital pedagogical competence of lecturers serves as a crucial role model that goes beyond basic technological barriers and dictates program success. These insights provide actionable implications for higher education governance, suggesting that administrators and policymakers prioritize institutionalized digital pedagogical training for faculty over purely infrastructural investments to foster sustainable educational transformation.

Furthermore, the study conceptualizes digital pedagogical competence as a critical determinant in the success of BL. These results highlight the necessity for faculty to develop both technological and pedagogical proficiency.

Recommended Citation

Binh, P., Mai Huong, V., Bich, N., & Thuy, K. (2026). Factors Influencing Student Satisfaction With Blended Learning in Pedagogical Skills Training in Vietnam. Higher Learning Research Communications, 16 (1).
DOI:10.18870/hlrc.v16i1.1660