An increasing focus has been placed on enhancing accounting student engagement (ASE) in blended learning courses (BLCs) because to its advantageous effects, particularly in the context of the pandemic. The primary objective of current study is to identify the distinct forms of intelligence possessed by lecturer that are relevant to teaching methods, and to investigate how these intelligences may affect student engagement in blended learning environments. The present study made use of a mixed-method technique. Consequently, the goal of analyzing the expert interviews' qualitative perspectives was to determine how the constructs were put into practice and to have a better grasp of various issues related to the proposed model. The structural equation modelling was conducted using AMOS 28.0 software to analyze a theoretical model that explores the relationships between the mentioned components. Statistical response data was collected from a convenient and snowball sample of 323 informants from public higher education institutions. The conducted outcome analyses highlighted significant and positive relationships between the hypothesized constructs related to significance and effect size. Specifically, creativity intelligence had the highest path coefficient, followed by passion quotient, while adversity quotient had the lowest path coefficient among the drivers of ASE in BLCs. From a policymaking perspective, the current research recommended implementing necessary policy measures to make informed decisions and developing future action plans aimed at increasing and enhancing the intelligence of lecturers. Alternatively, the observations may provide practitioners and policymakers with fresh perspectives to develop specific tactics that can improve the implementation of BLCs.