Abstract
This review examines the academic motivation and student engagement within the blended learning environment in China. Blended learning in the Chinese context encompasses unique factors that shape its implementation. These characteristics are important in fostering academic motivation by catering to diverse learning needs. Student engagement is explored through the various dimensions enabled by blended learning. This review also examines the relationship between academic motivation and student engagement, highlighting that the motivational aspects inherent in blended learning contribute to sustained engagement and improved learning outcomes.
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