Objective: To assess student satisfaction with the implementation of a hybrid learning model at a higher education institution during the COVID-19 pandemic, identifying pedagogical, technological, environmental, individual, and economic factors influencing adaptation. Method: A descriptive, cross-sectional exploratory study was conducted using a structured online questionnaire with 41 closed-ended questions administered to second- to fifth-year undergraduate students. Satisfaction was measured using a Likert scale. Ethical approval was obtained (CIBSUL; Ref: 10/Abril/CIBSUL21). Digital informed consent, anonymity, and confidentiality were ensured. Results: A total of 244 students (40.7% of 599 enrolled) participated. The majority were aged 18–35 years (88.1%), and 53.7% were male. Pedagogical practices such as presentation of the analytical plan (51.6% agreement; 27.9% strong agreement) were positively evaluated. However, perceptions regarding the realism of virtual classes were more critical (39.3% disagreement; 14.7% strong disagreement). Smartphones were the predominant access device (86%), while 45% reported internet access difficulties. Environmental constraints affected routine maintenance (46.0%), and 76% recognized that hybrid learning requires high self-discipline. Economically, 63% perceived hybrid learning as more costly than face-to-face education. Motivation to remain in the hybrid model showed a moderate tendency, with 37% neutral responses. Conclusion: The findings indicate a predominance of dissatisfaction, although perceptions were heterogeneous. Institutional strengthening of pedagogical design, technological infrastructure, and socioeconomic support mechanisms is recommended to enhance sustainable hybrid learning implementation.
Saide et al. (Wed,) studied this question.