Future of learning spaces: hybrid campuses for employability and global competitiveness

This study explores how hybrid learning models are shaping the future of higher education in Bangladesh, with particular focus on quality, employability, equity, and institutional readiness. A qualitative research design was adopted for this study; 34 final-year undergraduate students and 18 teachers from private universities were selected via purposive sampling technique. Data were collected through interviews. Thematic analysis was applied to identify recurring patterns and differences between the perspectives of students and faculty. The study found that hybrid learning ensured continuity and improved digital literacy, but concerns over teaching quality, assessment integrity, and depth of learning limited its effectiveness. Students appreciated digital exposure but reported gaps in teamwork, communication, and practical skills, while teachers emphasised the lack of industry linkages and structured internships. The digital divide caused by uneven access to devices, internet, and learning spaces, further reinforced inequalities, particularly between urban and rural learners. Institutional readiness emerged as a critical determinant: resource-rich universities in Dhaka invested in infrastructure and training, whereas others lagged, creating uneven experiences across the sector. This research provides practical insights from Bangladesh on how hybrid campuses influence graduate employability and inclusive access, highlighting the importance of institutional preparedness in strengthening higher education outcomes.