Hybrid learning in Ukrainian higher education: challenges and perspectives

Abstract

Hybrid learning has emerged as a necessary and adaptive model for sustaining higher education in Ukraine under crisis conditions. This study examines the key challenges associated with implementing hybrid instruction and outlines approaches to improving its effectiveness in universities. Drawing on theoretical perspectives and recent research, hybrid learning is defined as an integrated format that combines in-person and online participation while ensuring accessibility and continuity. The analysis revealed several persistent issues, including technological instability, uneven distribution of instructor attention, insufficient classroom equipment, and limited digital competence among participants. Despite these obstacles, hybrid learning demonstrates strong potential to support resilience, inclusivity, and flexibility in emergency contexts. The findings highlight the need to strengthen institutional technical infrastructure, expand digital support systems, and ensure equal engagement opportunities for online and on-site students.