Under the pedagogical concept of sustainable development, an increasing number of interdisciplinary pedagogies are being applied in physical education, moving away from traditional face-to-face teaching methods. This study investigated the influence of blended learning on students’ engagement in physical education and the role of attitudes in this process. A questionnaire was used to validate the model based on a comprehensive literature review. PLS-SEM was used to assess the direct relationship between blended learning and learning engagement in physical education and the mediating influence of attitudes toward blended learning on these factors. The findings revealed that face-to-face sessions and students’ attitude toward blended learning positively affect their engagement in physical education. The results also indicated that students’ attitudes significantly mediate course design, learning experience, and face-to-face sessions with learning engagement. Based on the variable relationship, this study proposes a blended learning strategy rooted in the Five-star Teaching Model. By stimulating students’ initiative in learning, their attitude improved, enhancing their engagement in physical education classes. This research holds both theoretical and practical significance by improving the quality of physical education teaching and learning methods, offering novel insights into instruction in this field.

Purpose: This study aimed to explore the mediating role of the mother-child relationship in the relationship between mother phubbing and children's mobile phone addiction in Kuala Lumpur, Malaysia. Methods and Materials: A quantitative research design was utilized, involving 214 adolescents aged 13-17 in Kuala Lumpur. Data was collected using the Mother Phubbing Scale, Parent-Child Relationship Survey, and Smartphone Addiction Scale - Short Version. The mediating effects were analyzed using the Process Macro by Hayes, focusing on the relationship between mother phubbing, the mother-child relationship, and children’s mobile phone addiction. Findings: The results revealed a significant positive correlation between mother phubbing and children’s mobile phone addiction. Additionally, a significant negative correlation was found between mother phubbing and the mother-child relationship. The mother-child relationship was negatively associated with children’s mobile phone addiction. The mother-child relationship partially mediated the relationship between mother phubbing and children’s mobile phone addiction. Conclusion: This study underscores the impact of mother phubbing on children’s mobile phone addiction, mediated by the mother-child relationship. These findings highlight the need for targeted interventions focusing on enhancing parent-child relationships to mitigate mobile phone addiction in children.