designing a motivational model for applying blended learning to faculty members in universities of medical sciences

Background: the advent of digital technology has profoundly impacted the field of education, effectively removing limitations and enhancing the learning environment. blended learning, which combines face-to-face instruction with online components, addresses barriers to learning and fosters higher-order cognitive skills, resulting in increased student satisfaction and improved outcomes in medical education. objectives: this study aimed to identify the key motivational components and construct a comprehensive model that can effectively support faculty members in implementing blended learning within medical universities. methods: a qualitative grounded theory (gt) approach was used to explore this phenomenon. faculty members from medical universities in region 4 were recruited using purposeful sampling. data were collected through semi-structured interviews conducted between november 2023 and march 2024. a three-stage coding process — open, axial, and selective — was applied to analyze the data. rigor was ensured through measures addressing credibility, confirmability, transferability, and dependability. results: interviews with 14 faculty members revealed five primary categories influencing the adoption of blended learning: learner-professor, infrastructure, structural, environmental factors, and rules and regulations. these findings informed the development of a motivational framework that highlights critical components for promoting faculty engagement in blended learning. conclusions: the model provides actionable insights for medical schools to enhance educational outcomes and innovate teaching practices in healthcare education.