From hybrid pedagogies to learner-centered outcomes: How teacher adaptability, digital literacy, and student feedback bridge the gap

This study investigates how hybrid learning methods impact learner-centered instruction (LCI), focusing on the roles of teacher adaptability, digital skills, and student feedback. A survey of 4743 university teachers across disciplines was conducted, with the research tool validated for reliability. Findings show strong links between blended instructional design, use of learning management systems, and delivery modes (synchronous/asynchronous) with the mediators: teacher adaptability, digital competence, and feedback use. Teacher adaptability and feedback significantly mediate the connection between hybrid teaching and LCI, emphasizing the need for responsive and flexible teaching in tech-based environments. The limited effect of integrated media content suggests that content integration should prioritize pedagogical value over multimedia complexity. The study advances instructional design theory by combining technological and human factors and offers practical guidance for educators and policymakers to enhance learner engagement. Ultimately, successful hybrid education requires balancing digital tools with adaptable teaching approaches.