The purpose of this study is to determine how the Technological, Pedagogical, and Content Knowledge (TPaCK) of Northern Nigerian university lecturers impact their behavioural intention to use blended learning. The study uses a quantitative methodology in the form of a survey research design with a sample of 455 university lecturers to evaluate the impact of TPaCK on lecturers' intentions to incorporate blended learning into their instruction. The results show a statistically positive significant correlation between lecturers' behavioural intention to use blended learning across the three major TPaCK components with an individual prediction ability of Technological Knowledge contributing 31.6%, Pedagogical Knowledge contributing 42.1%, and Content Knowledge 34.5% and a combined predictive ability of the TPaCK at 45.4%. These findings highlight the significance of TPaCK as a vital foundation for improving teaching strategies and encouraging the sensible application of technology in higher education. For administrators and policymakers hoping to promote more digitally integrated education in universities in Northern Nigeria, the study offers insightful information.