Purpose As the adoption of hybrid learning has become increasingly widespread in recent years, there is limited understanding of how students' self-efficacy skills, engagement scale, and the supportive environment contribute to the effectiveness of hybrid learning. This study addresses this gap by proposing and empirically examining a conceptual model. Design/methodology/approach The primary objective is to provide comprehensive empirical data from 352 participants, including novice and expert students (321 bachelor, 11 diploma, and 20 foundation levels) engaged in hybrid learning at the university level. The study aims to investigate, measure, and confirm the impacts of students' self-efficacy skills, engagement scale, and the supporting environment on hybrid learning. Utilizing the structural equation modeling approach, the data were analyzed using AMOS v-24 software. Findings The findings indicated significant positive relationships between students' self-efficacy skills, engagement scale, the supporting environment, and the effectiveness of hybrid learning. Even more, extant literature has highlighted that adoption of hybrid learning is one of the possible solutions toward improving quality education during health challenges like COVID which aligns with SDG. Originality/value The findings of this study will benefit educational institutions on how to manage students who frequently switch modes of learning as a result of everyday environmental and safety issues.
Adamu et al. (2025) studied this question.