Rethinking education for sustainable development: the role of blended learning within skill-based higher education

Abstract

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. 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 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. 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. 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.