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.
Hasinat et al. (Sat,) studied this question.