Abstract
The research examined the impact of blended learning, specifically emergency remote teaching, to lessen the effects of fuel subsidy removal on students' academic achievement at the University of Ibadan. The study, which used a descriptive survey research design, included every student. The number of participants of 150 students was selected at random from the institution's three faculties—the arts, education, and social sciences. Data collection was done using a 43-item questionnaire measuring the Blended Learning to Cushion the Effects of Fuel Subsidy Removal on Students' Academic Achievement'(BLLEFSRSAA) Scale (r=.78), which consisted of three sub-scales: LMS Course Design Scale (r=.77), Online Facilitation Scale (r=.79) and Online Assessment Scale (r=.78). The data was analysed using descriptive statistics such as mean, standard deviation, multiple regression, frequency counts, and simple percentages. The study's findings showed that the blended learning of emergency remote teaching—more especially, the design of the LMS course, online facilitation, and assessment—had a statistically significant effect on reducing the negative effects of the removal of fuel subsidies on students' academic achievement (F (3,145) = 45.244; R2 =.473), accounting for 48.3% of the variance. Given these results, it is proposed that in order to promote learning and development progress in the digital era, blended learning initiatives that emphasise the use of emergency remote learning to enhance students' learning are necessary.