<![CDATA[Blended learning has become an important mode of delivery in higher education, requiring more systematic decision-making in the management of teaching activities. This study examines factors affecting decision-making in the management of blended learning teaching activities within Vietnamese higher education. A quantitatively driven design was employed using survey data from 338 lecturers, including 59 who concurrently held managerial positions, across four higher education institutions in Ho Chi Minh City, Vietnam. The quantitative data were analysed using descriptive statistics, Pearson correlation, and multiple regression, while interview data from 12 participants were used to explain key quantitative patterns. The findings showed that all eight factors were perceived as highly influential, with policy conditions receiving the highest mean score and lecturers’ awareness the lowest, although still within the high range. All factors were positively and significantly correlated, but none showed a statistically significant independent effect in the regression model. Interview data suggested that decision-making was shaped by the combined operation of policy, infrastructure, stakeholder awareness, legal considerations, and managerial capacity rather than by isolated determinants. The study suggests that blended learning management should be understood as a multidimensional and systemic process.]]>
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