ArticleScientific reports2025
The impact of digital hybrid education model on teachers' engagement and academic performance in the context of Kazakhstan.
Article in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- The Virtual Feedback Loop: Psychometric Validation of a New Scale to Measure Digital Validation Seeking in Higher Education.European journal of investigation in health, psychology and education · 2026Article
- Classroom and family ecology of academic achievement emotions: a cross-cultural comparison between China and Kazakhstan.Frontiers in psychology · 2026Article
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Authors and funding
4 authors.
Funding
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Abstract
This article examines the impact of a technology-enhanced hybrid learning model, developed with consideration of the subjective needs of students and instructors, on key educational outcomes. The primary aim of the study is to assess the effectiveness of the "InterAcademy: Hybrid Future" model in improving academic performance, engagement, motivation, and satisfaction with the digital learning environment. The research was conducted using a quasi-experimental design involving 189 students and 35 instructors from a pedagogical university in Kazakhstan. Participants were randomly assigned to either a control group, which employed a traditional hybrid approach, or an experimental group, in which the proposed model was implemented. Data were collected through academic grades in four subjects, engagement and motivation scales, and a survey measuring satisfaction with the digital learning environment. The Mann-Whitney U test was used to identify statistically significant differences between groups. The results indicated that students in the experimental group demonstrated significantly higher academic performance across all subjects (p < 0.001), as well as greater engagement and motivation compared to the control group. Instructors in the experimental group reported higher levels of perceived teaching effectiveness, adaptability, and motivation than those in the control group (p < 0.001). Furthermore, both students and instructors in the experimental group expressed greater satisfaction with the digital learning environment, particularly regarding tool usability, integration with traditional methods, and content effectiveness (p < 0.001). The study advocates the integration of effective hybrid learning models based on the subjective needs of students and teachers. In general, the study informs a wide range of stakeholders in the field of education about the optimization of a hybrid learning environment.
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