Supplementary file 1_Modeling mathematics preservice teachers' intention to adopt blended learning for teaching and assessment in education 5.0: integrating self-efficacy, attitude, and innovation attributes.docx

However, limited empirical evidence exists on the institutional, psychological, and innovation-related factors influencing preservice mathematics teachers' intention to adopt blended learning for teaching and assessment, particularly in developing countries.</p>Purpose<p>This study examined the factors associated with preservice mathematics teachers’ intention to adopt blended learning for teaching and assessment in Education 5.0 by investigating the roles of institutional training, self-efficacy, attitude, and innovation attributes.</p>Method<p>This cross-sectional survey involved 240 preservice mathematics teachers purposively and conveniently selected from public universities in Southwest Nigeria.

A structured questionnaire with items adapted from validated instruments was used for data collection. The measurement and structural models were assessed using Partial Least Squares Structural Equation Modelling (PLS-SEM).</p>Results<p>The measurement model demonstrated satisfactory reliability and validity. Structural model analysis revealed that institutional training was significantly and positively associated with blended learning for teaching (β = .496, p < .001) and for assessment (β = .322, p = .003), but showed no significant relationship with attitude (β = .054, p = .349) or self-efficacy (β = −.100, p = .260).