Pragmatic Adoption of Blended Project-Based Learning Among Indonesian Language Teachers: The Role of Motivation and Educational Environment
DOI:
https://doi.org/10.17507/tpls.1609.09Keywords:
blended project-based learning, educational environment, language teachers, motivation, teacher pragmatismAbstract
This study investigated the pragmatic orientation of senior high school Indonesian language teachers in adopting blended project-based learning, with particular attention to the roles of motivation and the educational environment. The study examined the determinants of teachers’ adoption intention by extending the Technology Acceptance Model (TAM) through the inclusion of Blended Learning Motivation (BLM) and the Educational Environment (EE). A quantitative cross-sectional survey was conducted with 148 Indonesian-language teachers, and the data were analyzed using Structural Equation Modeling (SEM) in AMOS. The measurement model demonstrated strong construct validity and reliability, and the structural model exhibited satisfactory goodness-of-fit indices. The results revealed a notable divergence from classical TAM assumptions. Perceived Usefulness (PU) exerted a significant direct effect on Intention to Adopt (INT) but did not significantly influence Attitude (ATT). In contrast, attitude was primarily shaped by Perceived Ease of Use (PEU) and Blended Learning Motivation. Furthermore, the Educational Environment functioned as an indirect antecedent, significantly predicting motivation, while exerting no direct effect on adoption intention. These findings indicate a pattern of pragmatic adoption, in which teachers’ technology adoption decisions are driven primarily by professional utility and usability considerations rather than affective preferences. From a practical perspective, the findings suggest that policy interventions should prioritize technical simplicity to foster positive attitudes and strengthen infrastructural and institutional support to sustain teachers’ motivation to adopt blended, project-based learning.
References
Al-Abdullatif, A. M., & Gameil, A. A. (2021). The effect of digital technology integration on students’ academic performance through project-based learning in an e-learning environment. International Journal of Emerging Technologies in Learning (IJET), 16(11), 189. https://doi.org/10.3991/ijet.v16i11.19421
Al-Dokhny, A., Drwish, A., Alyoussef, I., & Al-Abdullatif, A. (2021). Students’ intentions to use distance education platforms: An investigation into expanding the technology acceptance model through social cognitive theory. Electronics (Switzerland), 10(23). https://doi.org/10.3390/electronics10232992
Al-Kamzari, F., & Alias, N. (2025). A systematic literature review of project-based learning in secondary school physics: Theoretical foundations, design principles, and implementation strategies. Humanities and Social Sciences Communications, 12(1), 286. https://doi.org/10.1057/s41599-025-04579-4
Alamri, M. M. (2021). Using blended project-based learning for students’ behavioral intention to use and academic achievement in higher education. Education Sciences, 11(5). https://doi.org/10.3390/educsci11050207
Albatti, H. (2023). Blended learning in English language teaching and learning: A focused study on a reading and vocabulary building course. World Journal of English Language, 13(5), 121. https://doi.org/10.5430/wjel.v13n5p121
Ali, R. (2025). How challenging? Barriers for teachers in institutional implementation of blended learning. Open Learning, 40(3), 324–341. https://doi.org/10.1080/02680513.2024.2342922
Anthony Jnr, B. (2024). Examining blended learning adoption towards improving learning performance in institutions of higher education. Technology, Knowledge and Learning, 29(3), 1401–1435. https://doi.org/10.1007/s10758-023-09712-3
Antwi-Boampong, A. (2020). Towards a faculty blended learning adoption model for higher education. Education and Information Technologies, 25(3), 1639–1662. https://doi.org/10.1007/s10639-019-10019-z
Antwi-Boampong, A. (2022). Testing and validating a faculty blended learning adoption model. Frontiers in Education, 7, 851921. https://doi.org/10.3389/feduc.2022.851921
Anwar, M., Hidayat, H., Yulistiowarno, I. P., Budayawan, K., Zulwisli, Osumah, O. A., & Ardi, Z. (2022). Blended learning based project in electronics engineering education courses: A learning innovation after the Covid-19 pandemic. International Journal of Interactive Mobile Technologies (IJIM), 16(14), 107–122. https://doi.org/10.3991/ijim.v16i14.33307
Batista-Toledo, S., & Gavilan, D. (2022). Implementation of blended learning during Covid-19. Encyclopedia, 2(4), 1763–1772. https://doi.org/10.3390/encyclopedia2040121
Chen, M.-H., Agrawal, S., Krishna, S. M., & Lan, P.-Y. (2025). How does innovative teaching influence learning outcome via community of inquiry model? A time-lagged study. Behaviour & Information Technology, 1–18. https://doi.org/10.1080/0144929X.2025.2504517
Chen, X., Xu, X., Wu, Y. J., & Pok, W. F. (2022). Learners’ continuous use intention of blended learning: TAM-SET model. Sustainability, 14(24), 16428. https://doi.org/10.3390/su142416428
Cheng, E. W. L. (2019). Choosing between the theory of planned behavior (TPB) and the technology acceptance model (TAM). Educational Technology Research and Development, 67(1), 21–37. https://doi.org/10.1007/s11423-018-9598-6
Chou, H. L., & Chou, C. (2021). A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching. Computers and Education, 175, 104335. https://doi.org/10.1016/j.compedu.2021.104335
Chua, K. J., & Islam, M. R. (2021). The hybrid project-based learning–flipped classroom: A design project module redesigned to foster learning and engagement. International Journal of Mechanical Engineering Education, 49(4), 289–315. https://doi.org/10.1177/0306419019838335
Dahri, N. A., Yahaya, N., Al-Rahmi, W. M., Noman, H. A., Alblehai, F., Kamin, Y. Bin, Soomro, R. B., Shutaleva, A., & Al-Adwan, A. S. (2024). Investigating the motivating factors that influence the adoption of blended learning for teachers’ professional development. Heliyon, 10(15), e34900. https://doi.org/10.1016/j.heliyon.2024.e34900
Daniel, K., Msambwa, M. M., Antony, F., & Wan, X. (2024). Motivate students for better academic achievement: A systematic review of blended innovative teaching and its impact on learning. Computer Applications in Engineering Education, 32(4). https://doi.org/10.1002/cae.22733
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Dewanda, F., Suroso, A. I., & Hasanah, N. (2025). Students’ adoption of educational technology platforms for nonformal education in Indonesia. Information Development. https://doi.org/10.1177/02666669241312161
Engelbertink, M. M. J., Kelders, S. M., Woudt-Mittendorff, K. M., & Westerhof, G. J. (2021). Evaluating the value of persuasive technology and the role of teachers in a blended learning course for social work students. Social Work Education, 40(3), 333–349. https://doi.org/10.1080/02615479.2020.1715935
Erlina, N., Suparta, I. N., Setiawan, K. H., Mansyur, M., Pandiangan, P., & Wicaksono, I. (2025). Health promotion and teacher performance within distance learning through the sustainability-based action teacher model. Asian Association of Open Universities Journal, 20(2), 196–212. https://doi.org/10.1108/AAOUJ-02-2025-0017
Gabbiadini, A., Paganin, G., & Simbula, S. (2023). Teaching after the pandemic: The role of technostress and organizational support on intentions to adopt remote teaching technologies. Acta Psychologica, 236, 103936. https://doi.org/10.1016/j.actpsy.2023.103936
Garib, A. (2023). “Actually, it’s real work”: EFL teachers’ perceptions of technology-assisted project-based language learning in Lebanon, Libya, and Syria. TESOL Quarterly, 57(4), 1434–1462. https://doi.org/10.1002/tesq.3202
Gómez, M. C. S., García, A. V. M., & Mena, J. (2020). Blended learning in tertiary education: Teachers’ beliefs according to the technology acceptance model. International Journal of Learning Technology, 15(4), 341. https://doi.org/10.1504/IJLT.2020.113883
Gong, X., Wan, Y., Yu, W., Li, L., Tong, H., & Chang, X. (2025). A project-based continuous instructional model and its application based on LCA. The International Journal of Management Education, 23(3), 101213. https://doi.org/10.1016/j.ijme.2025.101213
Granić, A. (2022). Technology acceptance and adoption in education. In Handbook of Open, Distance and Digital Education (pp. 1–15). Springer Singapore. https://doi.org/10.1007/978-981-19-0351-9_11-1
Guo, Y., Wang, Y., & Ortega-Martín, J. L. (2023). The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate. Porta Linguarum, 40, 253–273. https://doi.org/10.30827/portalin.vi40.27061
Habibi, A., Yaakob, M. F. M., Mukminin, A., Muhaimin, M., Prasojo, L. D., Yusop, F. D., & Muzakkir, M. (2021). Teachers’ digital technology access to motivation, skills and use: A structural equation modeling study. Aslib Journal of Information Management, 73(4), 543–559. https://doi.org/10.1108/AJIM-11-2020-0382
Hong, X., Xiong, P., Song, Y., Wu, Z., Deng, Y., Yu, Y., Shu, X., & Cai, L. (2025). Self-efficacy for self-regulated learning and blended learning intention: Mediation analysis based on the technology acceptance model. Social Behavior and Personality: An International Journal, 53(9), 1–9. https://doi.org/10.2224/sbp.15238
Ibrahim, M. M., & Nat, M. (2019). Blended learning motivation model for instructors in higher education institutions. International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0145-2
Jiang, S. (2022). Incorporating project-based language learning into Chinese language training for specific purposes. In Chinese for Business and Professionals in the Workplace (pp. 298–313). Routledge. https://doi.org/10.4324/9781003014690-24
Koessoy, H. M., Rawis, J. A. M., Naharia, O., & Wullur, M. M. (2025). Implementation of digital spatial-based educational model innovation in high schools in the islands of north Sulawesi province. International Journal of Information Technology and Education (IJITE), 5(1), 208–244.
Li, X., & Zhu, W. (2023). The influence factors of students’ transferable skills development in Blended-Project-Based Learning environment: A new 3P model. Education and Information Technologies, 28(12), 16561–16591. https://doi.org/10.1007/s10639-023-11892-5
Luo, L. (2025). Fostering higher-order thinking skills of undergraduate students: The integration of blended learning in college English teaching. 2025 14th International Conference on Educational and Information Technology (ICEIT), 281–290. https://doi.org/10.1109/ICEIT64364.2025.10975908
Ly, B., Doeur, B., & Nat, S. (2024). Key factors influencing digital learning adoption among cambodian university students: An integrated theoretical approach. Computers in Human Behavior Reports, 15, 100460. https://doi.org/10.1016/j.chbr.2024.100460
Machumu, H., & Zhu, C. (2019). Teachers’ perceived roles and their constructivist engagement practices in blended learning environment courses in Tanzanian universities. International Journal of Learning Technology, 14(2), 102. https://doi.org/10.1504/IJLT.2019.101846
Marcellis, M., Frerejean, J., Bredeweg, B., Brand-Gruwel, S., & van Merrienboer, J. J. G. (2024). Motivating students in competency-based education programmes: designing blended learning environments. Learning Environments Research, 27(3), 761–776. https://doi.org/10.1007/s10984-024-09500-5
McAllister, J., Narcy-Combes, M.-F., & Starkey-Perret, R. (2012). Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French University. In A. Shehadeh & C. Coombe (Ed.), Task-Based Language Teaching in Foreign Language Contexts: Research and implementation (pp. 313-342). John Benjamins Publishing Company. https://doi.org/10.1075/tblt.4.18mca
Meng, N., Dong, Y., Roehrs, D., & Luan, L. (2023). Tackle implementation challenges in project-based learning: A survey study of PBL e-learning platforms. Educational Technology Research and Development, 71(3), 1179–1207. https://doi.org/10.1007/s11423-023-10202-7
Moradi, H. (2025). The role of language teachers’ perceptions and attitudes in ICT integration in higher education EFL classes in China. Humanities and Social Sciences Communications, 12(1), 208. https://doi.org/10.1057/s41599-025-04524-5
Munasi, K. R. (2025). Analysing educational support systems for life sciences teachers in integrating environmental education. Studies in Learning and Teaching, 6(1), 250–262. https://doi.org/10.46627/silet.v6i1.614
Nagaraja, N., & Davidson, B. G. J. (2024). Challenges and transformation of pedagogy towards blended learning: A sequential mixed-method study in higher education. In Global Higher Education Practices in Times of Crisis: Questions for Sustainability and Digitalization (pp. 151–168). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83797-052-020241010
Nikou, S. A., & Economides, A. A. (2019). Factors that influence behavioral intention to use mobile-based assessment: A STEM teachers’ perspective. British Journal of Educational Technology, 50(2), 587–600. https://doi.org/10.1111/bjet.12609
Norman, E., Komarudin, K., Masruri, A., Wahid, J., & Hasbian, Y. (2025). Managing teacher competence improvement through leadership, professional development, and digital innovation: A systematic literature review. Journal of Educational Management Research, 4(5), 2327–2362.
Oluwajana, D., Adeshola, I., & Clement, S. (2023). Does the use of a web-based collaborative platform reduce cognitive load and influence project-based student engagement? Current Psychology, 42(10), 8265–8278. https://doi.org/10.1007/s12144-021-02145-0
Panisoara, I. O., Lazar, I., Panisoara, G., Chirca, R., & Ursu, A. S. (2021). Motivation and continuance intention towards online instruction among teachers during the Covid-19 pandemic: The mediating effect of burnout and technostress. International Journal of Environmental Research and Public Health (IJERPH), 17(21).
Pasternak, D. L., Evans, L. M., Allen, K. R., Turner, C. R., Knapp, J. M., Harris, A., Wu, X., Bartlett, M., Habeck, T., Worm, J., Taylor, K., & Nix, T. (2023). The sociohistorical evolution of the language of culturally-based pedagogy and its impact on teacher education. Urban Education, 58(10), 2245–2275. https://doi.org/10.1177/0042085920959123
Porkodi, S., & Tabash, B. K. H. (2024). A comprehensive meta-analysis of blended learning adoption and technological acceptance in higher education. International Journal of Modern Education and Computer Science, 16(1), 47–71. https://doi.org/10.5815/ijmecs.2024.01.05
Rahmawati, A., Suryani, N., Akhyar, M., & Sukarmin. (2020). Technology-integrated project-based learning for pre-service teacher education: A systematic literature review. Open Engineering, 10(1), 620–629. https://doi.org/10.1515/eng-2020-0069
Sapiah, S., Ulfah, S. M., Saputra, A. N., & Hardi, R. (2025). Smart education in remote areas: Collaborative strategies to address challenges in Majene Regency, Indonesia. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1552575
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432–2440. https://doi.org/10.1016/j.compedu.2011.06.008
Teo, T., & Zhou, M. (2017). The influence of teachers’ conceptions of teaching and learning on their technology acceptance. Interactive Learning Environments, 25(4), 513–527. https://doi.org/10.1080/10494820.2016.1143844
Tiwow, G. M., Rawis, J. A. M., Lengkong, J. S. J., & Tambingon, H. N. (2025). Analysis digital platform factors of use in the implementation of learning for high school teachers in Tomohon city. International Journal of Information Technology and Education (IJITE), 5(1), 84–100.
Tong, Y., Kinshuk, & Wei, X. (2020). Teaching design and practice of a project-based blended learning model. International Journal of Mobile and Blended Learning, 12(1), 33–50. https://doi.org/10.4018/IJMBL.2020010103
Tulinayo, F. P., Ssentume, P., & Najjuma, R. (2018). Digital technologies in resource constrained higher institutions of learning: A study on students’ acceptance and usability. International Journal of Educational Technology in Higher Education, 15(1), 36. https://doi.org/10.1186/s41239-018-0117-y
Ustin, P. N., Sabirova, E. G., Alishev, T. B., & Gafarov, F. M. (2021). Key factors of teacher’s professional success in the digital educational environment. In ARPHA Proceedings 5: VII International Forum on Teacher Education (pp. 1747–1761). https://doi.org/10.3897/ap.5.e1747
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. Management Information Systems Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
Viswanath, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204.
Yong, S. T., & Tiong, K. M. (2022). A blended learning approach. International Journal of Information and Communication Technology Education, 18(1), 1–16. https://doi.org/10.4018/IJICTE.301276
Yu, T., Dai, J., & Wang, C. (2023). Adoption of blended learning: Chinese university students’ perspectives. Humanities and Social Sciences Communications, 10(1), 390. https://doi.org/10.1057/s41599-023-01904-7
Yuniarty, Lohannes, Lohansen, & Hartono, F. (2024). Optimizing learning management system using UTAUT model: Environment, compatibility, material content, and interactivity for enhanced usability. Multidisciplinary Science Journal, 7(3), 2025111. https://doi.org/10.31893/multiscience.2025111
Zhangli, W., Ismail, L., Ahmad, N. K., Mahfoodh, O. H. A., & Xuewen, W. (2024). Effects of blended learning on EFL college students’ oral communicative competence: A critical review of studies. Journal of Language Teaching and Research, 15(5), 1500–1509. https://doi.org/10.17507/jltr.1505.11
Zhao, Y., & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807–840. https://doi.org/10.3102/00028312040004807
