ABSTRACT

Objective: The primary objective of the present study is to investigate the influence of learning styles on the blended learning experiences of Iraqi university graduates. Additionally, the present study has investigated the mediating influence of technology acceptability on the association between learning styles and blended learning. University alumni from Iraq. Methodology: The present study utilizes Structural Equation Modelling with Partial Least Squares (SEM-PLS) as a quantitative methodology to investigate the associations between variables. The main aim of this study is to investigate hypothesized relationships among distinct subpopulations within the sample. To uphold the integrity and inclusivity of the sample, a randomized selection technique was employed to distribute a total of 470 questionnaires to participants. A total of 343 replies were considered valid, for a response rate of 73%. Results: The findings of the research suggest that the Information Technology Unit (ITU) plays a crucial role in facilitating the relationship between learning styles and Blended Learning Readiness (BLR). This implies that the utilization of BLR is mostly influenced by students' intention to utilize this instructional strategy, rather than being primarily governed by the learning processes they employ. Implications: This study will provide valuable insights for policymakers and researchers seeking to gain a comprehensive grasp of the complexities surrounding learning styles, technological acceptability, and the implementation of blended learning methodologies. University alumni from Iraq. Novelty: The study is a pioneer in the fields of blended learning, technological acceptability, and learning styles of university graduates from Iraq.