Document Type
Article
Source of Publication
Frontiers in Education
Publication Date
8-13-2026
Abstract
Purpose – Drawing on Social Cognitive Career Theory, this study positions blended learning not merely as a technological enhancement but as a strategic pedagogical mechanism for operationalizing sustainable development. It examines how blended learning within interdisciplinary and skill-based higher education environments cultivate employability skills that support sustainable educational practices. Design/methodology/approach – The study adopts a survey design. Where data were collected from 782 undergraduate students across five universities in UAE. Two institutions offered blended, interdisciplinary and skill-based courses, while three delivered the same courses through traditional face-to-face formats. The structural model was examined using structural equation modeling (SEM) with bootstrapping (5, 000 samples). Differences in causal effects between the blended and face-to-face groups were assessed through multi-group analysis. Findings – Findings show that interpersonal skills are the strongest predictor of employability skills, followed by problem-solving skills. Comparative analysis reveals that blended learning outperforms traditional face-to-face instruction in fostering employability skills, particularly in higher-order thinking and culturally responsive practices. Research implications – The study positions blended and interdisciplinary learning as key effectives mode of education capable of driving sustainable and human development, offering practical implications for curriculum design and institutional policy. Practical implications – Integrating blended learning with project-based and real-world problem-solving approaches can enhance active learning, collaboration, and higher-order thinking skills, particularly in technology- and AI-driven contexts. The study also highlights the need for sustained professional development for educators to effectively implement these pedagogies and manage diverse learning environments. At a policy level, the results provide evidence to support closer alignment between academic programs and labor market demands, ensuring graduates are equipped with relevant, future-ready competencies.
DOI Link
ISSN
Publisher
Frontiers Media SA
Volume
11
Disciplines
Education
Keywords
blended learning, employability skills, higher order learning, student engagement, sustainable development, teaching practices
Scopus ID
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Shaya, Nessrin; Baroudi, Sandra; Aoun, Serena; and Abukhait, Rawan, "Rethinking education for sustainable development: the role of blended learning within skill-based higher education" (2026). All Works. 8353.
https://zuscholars.zu.ac.ae/works/8353
Indexed in Scopus
yes
Open Access
yes
Open Access Type
Gold: This publication is openly available in an open access journal/series