Transitioning into Fully Blended Learning: A Model for Faculty Blended Learning Adoption Ahmed Antwi-Boampong Aalborg University, Denmark E-mail: aan@es.aau.dk Received 10 December 2020; Accepted 25 February 2021; Publication 03 February 2023 Abstract Higher education institutions the world over is turning to Blended Learning (BL) as the preferred teaching and learning delivery approach. However, to attain campus-wide adoption requires an understanding of the influencing factors that motivate academics towards teaching in BL mode. Given this context, this paper presents findings from a qualitative study that investigates the lived experiences of academics as they adopt BL for teaching and learning in a Ghanaian university. Adopting a Grounded Theory as the methodology for this research within a sequential qualitative research design, data was collected from multiple sources. Primary data was obtained from in-depth interviews of 22 academics carried out to understand how they construct and navigate the BL teaching experiences. Secondary data was obtained from policy documents, faculty training signing sheets and Learning Management Systems (LMS) activity logs. The data was analysed using the constant comparative method and thematic analysis and triangulated to organize the themes and concepts for the proposed model. The outcome of the analytical process is theorized into an adoption model and grounded in the litera- ture. The findings of the research provide very useful and practical model Journal of NBICT, Vol. 1, 1–36. doi: 10.13052/nbjict1902-097X.2023.001 This is an Open Access publication © 2023 the Author(s). All rights reserved.