FACTORS AFFECTING FACULTY ACCEPTANCE OF BLENDED LEARNING IN CHINA’S PRIVATE UNIVERSITIES ON AN EXTENDED UTAUT MODEL

Abstract

Under the background of digital transformation in education, blended learning has become an important direction of teaching reform in universities, and the acceptance of teachers directly affects its promotion effect. Based on the extended UTAUT model, incorporating the leadership style variable, and using the systematic literature review method and content analysis method, this paper classifies and integrates the empirical research on the adoption of blended learning by college teachers in the SCOPUS and CNKI databases from 2010 to 2025, and sorts out the influence mechanisms of five key variables on teachers' behavioral intentions to use blended learning in private universities in China. The research finds that performance expectancy and leadership style are the most significant predictors, while effort expectancy, social influence and facilitating conditions also have a significant positive impact on the intention to use. The research has expanded the theoretical application boundary of the UTAUT model and provided a theoretical basis and practical path for improving the adoption rate of blended learning in private colleges and universities in China.