Blended learning has sharply increased in Bangladesh due to the COVID-19 pandemic. In blended learning, attaining the expected effectiveness is challenging and necessitates the identification of the factors that affect its efficiency. Therefore, the objective of this study is to identify the significant factors in effective blended learning in Bangladesh. After thoroughly examining existing literature, this paper introduces a new theoretical model to facilitate effective blended learning. The data were gathered from 303 university students in Bangladesh. We used random sampling for data collection and the structural equation modeling (SEM) for data analysis. The study identifies that students’ motivation, satisfaction, knowledge construction, and performance directly influence the effectiveness of blended learning. Besides, it reveals the significant but indirect association of attitude, computer self-efficacy, social support, interaction, and technology quality with the efficacy of blended learning. We suggest that using good technological tools and providing social support can enhance students’ motivation, satisfaction, and knowledge construction. The findings are valuable to achieving Sustainable Development Goals 4, 12 and 13. © The Author(s) 2025.
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