Purpose – This study aims to explore whether intrinsic motivation mediates the relationship between students’ acceptance of a blended research-based learning (RBL) environment and their self-perceived acquisition of cognitive knowledge and research-related skills in business education. Design/methodology/approach – A cross-sectional posttest design was implemented with 69 first-year business education students enrolled in a research methods course at a German university. Validated instruments assessed acceptance of the blended RBL environment, intrinsic motivation and self-perceived learning outcomes. Findings – Results revealed a simple mediation: acceptance of the blended RBL environment positively predicted intrinsic motivation, which, in turn, predicted self-perceived acquisition of knowledge and skills. The direct effect of acceptance on learning outcomes became nonsignificant when intrinsic motivation was included. Bootstrapped confidence intervals confirmed the significance of the indirect path. Research limitations/implications – The cross-sectional design restricts causal inference and generalizability. Future research should use longitudinal designs, objective learning outcomes and diverse student populations across institutions. Practical implications – The findings suggest that blended RBL environments should be intentionally designed to satisfy students’ needs for autonomy, competence and relatedness. Aligning digital tools with authentic, inquiry-driven tasks may enhance motivational relevance and improve learning outcomes. Originality/value – Grounded in self-determination theory, this study highlights intrinsic motivation as a central psychological mechanism through which acceptance of blended RBL environments translates into self-perceived acquisition of cognitive knowledge and research-related skills. To the best of the author’s knowledge, it is among the first to test this mediation model in the context of business education. © 2025 Emerald Publishing Limited
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