This study developed and validated a blended learning model for vocational courses in SAMPAD schools, which focus on nurturing technical-vocational talents. Using a sequential exploratory mixed-methods approach, the research first identified key components through semi-structured interviews with 17 experts (distance education specialists, instructors, and technical-vocational professionals). Qualitative data were analyzed via theoretical coding (Strauss & Corbin, 1998). In the quantitative phase, a questionnaire based on these findings was distributed to 200 instructors and specialists, with data analyzed using CFA and SEM in Smart-PLS.

The finalized model comprises five core dimensions:

Pedagogical (competency-based design, active learning, flexible pathways, integrated learning theories).

Technological (stable infrastructure, interactive platforms, accessibility).

Content Design (visual organization, multimedia, workshop alignment, production standards).

Assessment (formative, blended, practical skill validation).

Support & Management (technical-educational assistance, resource/time management).

The model showed strong validity (SRMR = 0.048, NFI = 0.92) and high reliability (α > 0.8). It provides a practical framework for implementing blended learning in vocational SAMPAD schools, emphasizing the integration of pedagogical, technological, and support elements for effective skill development.