Abstract This paper investigates how students enrolled in real estate programs at the Krakow University of Economics (KUE) responded to various models of online and hybrid learning implemented during and after the COVID-19 pandemic. Drawing on five rounds of survey-based research conducted between 2020 and 2023, the study traces the evolution of student attitudes over time, particularly as instructional methods and faculty preparedness developed. While the research focuses on a single Polish institution, many of the observed trends align with patterns documented in other countries. The findings yield several actionable recommendations for enhancing online instruction in real estate education, including the use of synchronous formats where feasible, the integration of diverse pedagogical strategies, and the promotion of student well-being through meaningful interaction. Simultaneously, the study underscores the limitations of poorly coordinated hybrid models. In light of recent warnings from the Global Preparedness Monitoring Board (GPMB, 2024) regarding the high probability of future global health crises, the experiences discussed here may inform the development of more flexible and resilient teaching approaches within real estate education under conditions of uncertainty.
Bartłomiej Marona (Sun,) studied this question.
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