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Hybrid learning is a complex combination of face-to-face and online learning. This model combines the use of multimedia materials with traditional classroom work. Virtual hybrid learning is employed alongside face-to-face methods. That aims to investigate using Artificial Intelligence (AI) to increase student engagement in hybrid learning settings. Educators are confronted with contemporary issues in maintaining their students’ interest and motivation as the popularity of online and hybrid education continues to grow, where many educational institutions are adopting this model due to its flexibility, student-teacher engagement, and peer-to-peer interaction. AI will help students communicate, collaborate, and receive real-time feedback, all of which are challenges in education. This article examines the advantages and disadvantages of hybrid education and the optimal approaches for incorporating Artificial Intelligence (AI) in educational settings. The research findings suggest that using AI can revolutionize hybrid education, as it enhances both student and instructor autonomy while fostering a more engaging and interactive learning environment.

With a proliferation of Doctor of Nursing Practice (DNP) programs, there is a growing need to support statistical literacy of DNP and Ph.D.-prepared nurses and the collaboration between them. Nurses with advanced degrees (DNPs and Ph.D.s) are increasingly required to deeply engage in evaluating and applying quantitative research with some, namely Ph.D.s, developing quantitative research. These activities require statistical literacy. However, recent literature has identified low statistical literacy among nurses with advanced degrees. To address these needs, we developed a collaborative advanced quantitative research design and statistics course for DNP and Ph.D. students guided by adult learning theory and the Guidelines for Assessment and Instruction in Statistics Education. In this course, intraprofessional collaboration between DNP and Ph.D. students is facilitated through partnered projects. Statistical literacy is emphasized through critical evaluation of statistical literature and manuscript-style written assignments. The collaborative quantitative methods course is delivered in a hybrid format with an in-person week of class and 16 online modules. The course consists of three overlapping threads with emphasis on (a) reading and evaluation of statistical literature, (b) conducting and communicating statistical analysis, and (c) design of a quantitative research study. Forty seven students have completed the newly designed course over three cohorts. Students and faculty have reported increased confidence with statistical writing and thoughtful engagement across programs following the introduction of the collaborative quantitative methods course.

The Covid crisis has profoundly shaken classical teaching models, society has become more receptive to digitalization and hybrid activities. The question that arises is whether the hybrid education system will persist and whether it will benefit, or negatively affect, the educational system. To answer this question from a local perspective, we conducted online research in which one of the central themes was the future of education, hybrid or classical. The research methodology was based on a survey performed through a questionnaire containing 15 questions and applied on 595 students of the University of Petrosani, during 31st October 2023 and 2nd November 2023. This managerial research was based on the answers provided by 595 students of the University of Petroșani, that represent 15% of the investigated students. The 15 questions of the survey were organized into 3 sections that could support the future development of the University of Petrosani in the author opinion for the next 5 years. The main conclusion of the investigation was that a year and a half after UPET gave up online education, 90% of the students surveyed want a hybrid education option. The question that the investigation could not answer is whether the efficiency of the hybrid system is at the level of the classic system, or rather how much less impact distance education has on students compared to face-to-face education, and to what extent this reduced impact leads to a reduced quality of the educational process.

The COVID-19 pandemic has altered the educational landscape worldwide. One year after the disease outbreak, blended learning, which combines distance and face-to-face learning, became an alternative to fully online learning to address the demands of ensuring students’ health and education. Physical education teachers faced an additional challenge, given the experiential nature of their subject, but research on teachers’ perspectives is scarce. This study aims to explore high school physical education teachers’ perceptions of the potential, advantages, and disadvantages of the blended learning model of instruction. An online survey was used to register the views of 174 Spanish high school physical education teachers (120 men and 54 women). The main findings revealed that physical education teachers considered that blended learning, compared with full face-to-face learning, implied a work overload, worsened social relationships, and did not help to increase students’ motivation. Likewise, most teachers considered the physical activity performed by students during the blended learning period as being lower than usual. Furthermore, teachers reported that the students from lower-income families were the ones that experienced a lack of technological means the most. These results may guide both present and future policies and procedures for blended physical education. More research is needed to analyze the usefulness of blended learning in high school physical education.

This study examines the impact of hybrid education on the self-efficacy of university professors in Morocco. Conducted during the 2021-2022 academic year, it uses an online questionnaire distributed to 102 professors, collecting demographic data and information on the perception and application of hybrid education. The research draws on the Hy Sup project and adopts a quantitative approach to assess the effect of organizational, pedagogical, and material dimensions of hybrid education on professors’ self-efficacy. The data were analysed using SPSS to ensure robust statistical evaluation. The results indicate that human accompaniment and mediatization significantly impact professors’ self-efficacy. At the same time, the integration of face-to-face and online phases and the mediation of learning objectives did not show significant effects. These findings highlight the need for a coherent and integrated approach in implementing hybrid education to maximize professors’ self-efficacy. The study recommends enhancing continuous training, strengthening technological infrastructure, and promoting digital inclusion to improve the adoption of hybrid education. Although the sample size is limited to 102 participants, this research provides valuable insights into improving educational practices and policies in the context of hybrid education in Morocco.

During the Covid-19 pandemic, the world turned to online tools as a means of ensuring continued access to education, highlighting possibilities for innovation, particularly in contexts like Mexico, where the use of edtech was not previously prevalent. When educational institutions reopened their physical campuses, many schools and universities considered a hybrid, flexible (HyFlex) approach as a way of catering for different needs. While research findings on students’ perspectives tend to be positive, the implementation of HyFlex courses has shown some challenges. Issues reported by teachers relate to poor technical infrastructure, work overload and lack of guidance. The initial excitement for the HyFlex approach has subdued. However, an openness to innovation is still there, ready to be exploited.

The COVID-19 pandemic made higher education institutions switch to distance learning in a very short period of time. The situation was challenging not only for universities themselves but also for the students and teachers. Some universities did not have the means, in terms of infrastructure, for a smooth transition to distance learning. Some teachers were not prepared for the extensive usage of ICT in their work. The pandemic developed dynamically, and it made it extremely difficult for both governments and universities to plan and implement firm solutions on how to conduct the teaching process. The presented paper focuses on the situation of Polish higher education institutions between March 2020 and March 2022. It reviews legal acts and ordinances introduced in the stated period, which focused on the sustainability of the teaching process, countermeasures for the spread of COVID-19 and the implementation of distance learning. The case of the University of Economics in Katowice, Poland, is used to show the correlation between governmental legal acts and those introduced by the university as part of the COVID -19 spread prevention and teaching process support.

The COVID-19 pandemic instigated a sudden upheaval in the realm of education, significantly impacting students and educators across the globe. The primary objective of this study was to delve into the experiences of both students (in the learning) and educators (in the teaching) amidst the emergency shift to online education within the higher education system during the COVID-19 pandemic, taking Qatar as a case study. This research adopted a quantitative approach, utilizing surveys as the primary data collection instrument. Data were collected separately from both students and educators, with a sample size of 660 students and 103 educators participating. In both surveys, a five-point Likert scale was employed to record responses. The principal findings of this research indicated that both students and educators exhibited a high level of agreement when it came to their perceptions of the digital tools employed during the educational transition and the accompanying support provided. Conversely, educators expressed a moderate level of agreement concerning their perspectives on learning materials and examination methods. The findings underscore the urgent need for higher education institutions (HEI) to strategically leverage digital tools. Recognizing the centrality of technology, this strategic utilization becomes imperative to foster a supportive and resilient learning environment for future uncertainty scenarios of lockdown and social distancing.

Reconsidering the concept of digital citizenship and the essential component of education the authors propose that the concept of Hybrid Education may serve both as a guideline for the utilization of digital technologies in education and as a methodology for fostering new forms of participation, inclusion and engagement in society. Following T.H. Marshall's conception of citizenship the authors suggest that becoming, belonging and the capabilities to do so is essential to digital citizenship in a culturally diverse and digitally mediated world. The paper presents a theory-based, value driven and practical orientated framework for innovation in education. The paper documents a process where participants situated around the globe worked in collaboration with a group of participants gathered at a workshop on the concept of hybridity in education and on identifying and describing educational patterns for Hybrid Education that are directly applicable in relation to the concept of digital citizenship. The process introduces a value-based and vision-driven design pattern approach to innovation in education by framing and aligning values and visions of the participants. This work resulted in approximately 85 unique pattern candidates that address various aspects of hybridity in education. In conclusion, the concept and practice of Hybrid Education is both productive and conducive to the reconsidered idea of digital citizenship proposed in the paper.

To solve the problems of low evaluation accuracy and satisfaction in the complex evaluation index differences of hybrid education models in schools, this paper designs a multimodal teaching quality evaluation for hybrid education based on stepwise regression analysis. The proposed method introduces a stepwise regression analysis algorithm by constructing multimodal reliability fusion, and gradually analyzes the evaluation indicators of hybrid teaching modes based on a multiple linear regression model. By combining sensitivity and specificity, ensure the accuracy of evaluation methods and achieve teaching quality evaluation of hybrid education models. The experimental results show that for the hybrid teaching mode, the satisfaction level of the quality evaluation method using multimodal teaching is above 94.7 points, the evaluation efficiency reaches 1.1s, the evaluation accuracy reaches 97.0%, and the sensitivity and specificity reached above 0.94, which has a superior teaching quality evaluation effect. The proposed method effectively improves the accuracy of teaching quality evaluation in the hybrid joint education model, and has feasibility and effectiveness, which can provide reliable reference for schools.