The Influence of Teaching Design and School Support in Blended Teaching on Student Satisfaction with Perceived Usefulness as Mediator

Abstract

Blended teaching has become an essential instructional model in higher education, yet student satisfaction in this context remains uneven, raising concerns about the factors that drive positive learning experiences. This study investigates the influence of teaching design and school support on student satisfaction, with perceived usefulness examined as a mediating variable. A quantitative research design was employed using purposive sampling, and data were collected from 203 university students in Shandong Province, China. The results indicate that both teaching design and school support significantly and positively affect student satisfaction. Furthermore, perceived usefulness plays a partial mediating role in these relationships, highlighting its importance in understanding how instructional and institutional factors shape student perceptions. These findings clarify the mechanisms underlying student satisfaction in blended learning and offer practical insights for educators and administrators to improve course design and institutional support.