Impact of Hybrid Education Mechanisms on University Professor's Self-Efficacy: Case of Moroccan Universities
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| Title: | Impact of Hybrid Education Mechanisms on University Professor's Self-Efficacy: Case of Moroccan Universities |
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| Language: | English |
| Authors: | Imane Hasinat (ORCID |
| Source: | Knowledge Management & E-Learning. 2025 17(4):575-598. |
| Availability: | Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Universities, Blended Learning, College Faculty, Self Efficacy, COVID-19, Pandemics, Learning Objectives, Program Implementation, Educational Improvement, Articulation (Education) |
| Geographic Terms: | Morocco |
| ISSN: | 2073-7904 |
| Abstract: | This study examines the impact of hybrid education on the selfefficacy of university professors in Morocco. Conducted during the 2021-2022 academic year, it uses an online questionnaire distributed to 102 professors, collecting demographic data and information on the perception and application of hybrid education. The research draws on the Hy Sup project and adopts a quantitative approach to assess the effect of organizational, pedagogical, and material dimensions of hybrid education on professors' self-efficacy. The data were analysed using SPSS to ensure robust statistical evaluation. The results indicate that human accompaniment and mediatization significantly impact professors' self-efficacy. At the same time, the integration of face-to-face and online phases and the mediation of learning objectives did not show significant effects. These findings highlight the need for a coherent and integrated approach in implementing hybrid education to maximize professors' self-efficacy. The study recommends enhancing continuous training, strengthening technological infrastructure, and promoting digital inclusion to improve the adoption of hybrid education. Although the sample size is limited to 102 participants, this research provides valuable insights into improving educational practices and policies in the context of hybrid education in Morocco. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487496 |
| Database: | ERIC |
| Abstract: | This study examines the impact of hybrid education on the selfefficacy of university professors in Morocco. Conducted during the 2021-2022 academic year, it uses an online questionnaire distributed to 102 professors, collecting demographic data and information on the perception and application of hybrid education. The research draws on the Hy Sup project and adopts a quantitative approach to assess the effect of organizational, pedagogical, and material dimensions of hybrid education on professors' self-efficacy. The data were analysed using SPSS to ensure robust statistical evaluation. The results indicate that human accompaniment and mediatization significantly impact professors' self-efficacy. At the same time, the integration of face-to-face and online phases and the mediation of learning objectives did not show significant effects. These findings highlight the need for a coherent and integrated approach in implementing hybrid education to maximize professors' self-efficacy. The study recommends enhancing continuous training, strengthening technological infrastructure, and promoting digital inclusion to improve the adoption of hybrid education. Although the sample size is limited to 102 participants, this research provides valuable insights into improving educational practices and policies in the context of hybrid education in Morocco. |
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| ISSN: | 2073-7904 |
