Modeling mathematics preservice teachers' intention to adopt blended learning for teaching and assessment in education 5.0: integrating self-efficacy, attitude, and innovation attributes

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Background Blended learning has become a key pedagogical approach for advancing Education 5.0 by integrating digital and face-to-face instructional practices. However, limited empirical evidence exists on the institutional, psychological, and innovation-related factors influencing preservice mathematics teachers' intention to adopt blended learning for teaching and assessment, particularly in developing countries. Purpose This study examined the factors associated with preservice mathematics teachers’ intention to adopt blended learning for teaching and assessment in Education 5.0 by investigating the roles of institutional training, self-efficacy, attitude, and innovation attributes. Method This cross-sectional survey involved 240 preservice mathematics teachers purposively and conveniently selected from public universities in Southwest Nigeria. A structured questionnaire with items adapted from validated instruments was used for data collection. The measurement and structural models were assessed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Results The measurement model demonstrated satisfactory reliability and validity. Structural model analysis revealed that institutional training was significantly and positively associated with blended learning for teaching ( β = .496, p < .001) and for assessment ( β = .322, p = .003), but showed no significant relationship with attitude ( β = .054, p = .349) or self-efficacy ( β = −.100, p = .260). Innovation attributes were significantly and positively associated with both attitude ( β = .865, p < .001) and self-efficacy ( β = .615, p < .001). Unexpectedly, self-efficacy showed a significant negative relationship with attitude ( β = −.270, p = .001) but was significantly and positively associated with blended learning for teaching ( β = .279, p = .001). Furthermore, attitude showed a significant positive relationship with blended learning for assessment ( β = .270, p = .007) but not with blended learning for teaching ( β = .085, p = .148). The model demonstrated moderate explanatory power and satisfactory predictive relevance. It explained 58.4% of the variance in attitude, 40.5% in blended learning for teaching, 34.3% in self-efficacy, and 22.4% in blended learning for assessment. Conclusion The findings underscore the importance of strengthening institutional training and fostering favourable perceptions of innovation to promote preservice mathematics teachers' intention to adopt blended learning for teaching and assessment. Teacher education institutions should provide sustained, practice-oriented blended learning experiences that strengthen both instructional and assessment competencies required for Education 5.0.