Exploring Teachers’ Readiness For Hybrid Learning Models: Preparedness And Challenges

Abstract

The primary aim of the work was to explore the preparedness of students to hybrid learning models and explore the possibilities and challenges of hybrid learning in the Faculty of Education, University of Sindh. The research took a mixed-method approach to enable the collection of both quantitative and qualitative data. The study population included 830 students studying at the Faculty of Education, University of Sindh, in the 2026. For the quantitative part, 100 students were selected as the sample with the help of Yamane’s formula and random sampling, while for the qualitative part, semi structured interviews were conducted, till saturation. After, conducting interviews from 7 participants researchers’ reach saturation point. Research instruments to collect data were a structured questionnaire and a semi-structured interview. The quantitative data were analysed using frequency, percentage, mean, and median, whereas the qualitative data were analysed using thematic analysis. The key results were that the level of readiness of students towards hybrid learning was moderate to positive. Flexibility, access to learning materials, and skill development were the key opportunities, and poor concentration, poor interaction, uneven participation, and poor academic support were the key challenges. The research suggested training, improved LMS and internet support, and clear institutional guidelines for hybrid learning.