Pre-Service Teachers' Perceived Blended Learning Effectiveness and its Associations with Self-Regulated Learning, Digital Competence, and Teaching Experience

Blended learning has become prevalent in teacher education, yet understanding which learner capabilities are associated with its perceived effectiveness remains limited, particularly in non-Western contexts. This study examines associations between self-regulated learning (SRL), digital competence (DC), teaching experience (TE), and pre-service primary teachers' perceptions of blended learning effectiveness in pedagogical methodology courses. Using a cross-sectional survey design, data were collected from 450 Vietnamese pre-service teachers (83.6% response rate). Participants completed adapted scales for perceived BL effectiveness (? = .960), SRL (? = .965), DC (? = .961), and a newly developed TE scale (? = .953). The results demonstrated significant positive correlations between all capabilities and perceived effectiveness (r ranging from .388 to .474, p < .001). Regression analysis further revealed that these factors collectively accounted for 41.1% of the variance, with SRL (? = .342) and DC (? = .340) emerging as the strongest associations. These findings underscore the importance of fostering multidimensional learner readiness to enhance the success of blended learning implementation in teacher education programs. Received: 11 February 2026 / Accepted: 09 June 2026 / Published: July 2026