Hybrid Learning during Post-Pandemic Era: Challenges and Way Forward Nurturing Students’ Creativity

Abstract

Hybrid learning during post-pandemic-era, challenges and the way forward nurturing students’ creativity. This topic reviews how hybrid learning has been established after the COVID-19 era, especially in higher education institutions context. The situation now is that many institutions continue online classes and, at the same time, blend them with face-to-face classes. Many guidelines are established, but how these mechanisms can nurture students’ creativity still needs to be explored, especially when we need our students to compete with twenty first-century skills, one of which is to think creatively. Therefore, this topic will dig more into the review of the situation of hybrid learning during the post-pandemic era, particularly in higher education institutions. Additionally, issues like what is the current practice that potentially can nurture students’ creativity through technology are also discussed.

1. Introduction

The COVID-19 pandemic has profoundly impacted education worldwide [1, 2, 3, 4], including the widespread adoption of hybrid learning models [5, 6]. Hybrid or blended learning is any combination of in-person and remote learning, it is not something new [7]. The approach has been implemented for years in education. As schools and universities were forced to close their physical campuses to prevent the spread of the virus, many institutions turned to hybrid learning to continue educating students while ensuring their safety [8, 9]. Singh [10] stated that hybrid learning was well established in some developed countries like the UK and New Zealand and developing countries like India, Saudi Arabia and Malaysia. However, underdeveloped countries need help to optimise the implementation of hybrid learning [10]. During the pandemic, hybrid learning is the only ad hoc mechanism that allows students to continue their studies while minimising the risk of infection by reducing the number of people in classrooms and allowing students to learn remotely from their homes. The pandemic accelerated the adoption of hybrid learning, as many institutions quickly had to develop and implement these models to adapt to the rapidly changing circumstances.

While hybrid learning offered a way for students to continue their education during the pandemic, it also presented several challenges. Many students faced difficulties accessing technology and reliable internet connections, and some struggled to stay engaged and motivated in a remote learning environment. In addition, teachers and lecturers face challenges adapting their teaching methods and materials to the hybrid learning model. In providing effective support to students who are learning remotely, like situations that happen in higher education institutions [11], where to ensure university and college students acquire the knowledge, skills and competence during the post-pandemic, they need to fully utilise different resources, techniques and methods, as well as explore alternative techniques and resources, to achieve this noble duty. Hybrid teaching and learning is the ultimate answer [11]. Despite these challenges, hybrid learning has proven to be a valuable educational model, offering greater flexibility and resilience than traditional classroom-based instruction; hybrid learning will likely continue to play an essential role in education even after the pandemic subsides, particularly in higher education institutions [12], as it offers a way to blend the benefits of in-person instruction with the flexibility of online learning.

During the post-pandemic era, hybrid learning presents opportunities and challenges for nurturing students’ creativity. Challenges such as limited interaction and collaboration, technology limitations and teacher training and support are the major challenges in implementing hybrid learning [13]. A study done by Pavlov et al. [13] explores the problem of online collaboration between teachers and students in English as a foreign language (EFL) classrooms with an empirical focus on video cameras’ role in online collaboration. Their study revealed cameras, although contested as a pedagogical tool, should be seen as an important ‘proximity tool’ that helps foster collaboration by bringing learners and teachers ‘closer’. They then did theories of ‘collaboration’ via the social constructivism lens and argue that collaboration as being ‘close’ echoes in the digital sense with ‘being with’ and is core for developing an ecology of virtual collaboration. Therefore, students, peers, teachers, etc., should expose to collaboration unlimitedly through interaction. In contrast, hybrid learning can limit the opportunities for students to interact and collaborate with their peers, which is an essential aspect of nurturing creativity. With face-to-face interaction, students may be able to bounce ideas off of one another, engage in brainstorming sessions, and receive feedback on their work.

Another challenge in hybrid learning to nurture students’ creativity is the technology limitations, where hybrid learning relies heavily on technology. Unfortunately, not all students, particularly in higher education institutions, have easy access to the Internet and technology, limiting their ability to engage in online learning activities, such as virtual field trips or multimedia projects. Students may also need access to necessary software, hardware or Internet connectivity, particularly in low-income or rural areas. This situation is known as the digital divide and can create inequalities in access to education and opportunities for learning [14]. Students who lack access to the necessary software technology may struggle to participate in online classes or complete assignments, which can negatively affect their academic performance [15, 16], particularly in fostering creativity [17]. To address this issue, some schools and institutions have provided students with laptops or tablets, offered low-cost Internet access or created technology loan programs [18]. Additionally, some institutions have adapted their teaching methods to accommodate students accessing reliable Internet or technology, such as providing printed materials or recording lectures for offline viewing. However, the digital divide remains a significant challenge for many students and higher education institutions as they strive to ensure that all students have equal access to education and opportunities for learning [19].

Teacher training and support are among the most significant challenges in the survival of hybrid learning in higher education institutions [20]. Teachers may require additional training and support to effectively integrate creative teaching practice [21, 22] into a hybrid learning environment [23]. They may need to learn to use new digital tools and resources to foster creativity, encourage collaboration and provide feedback and assessment in a remote setting [21, 22]. This is important to address a few reasons, including adapting to new pedagogical strategies: hybrid learning requires teachers, lecturers or instructors to adjust their pedagogical approaches to facilitate online and in-person learning [24]. Faculty members need training and support to develop new effective teaching methods in a hybrid learning environment, use these tools effectively and integrate them into their teaching. Using digital tools effectively is crucial in hybrid learning as it relies heavily on digital tools, such as video conferencing software, learning management systems and online collaboration tools. Faculty members need a complete development course to optimise and integrate these tools into their teaching. Other than that, facilitating student engagement through hybrid learning also can be done where it can pose challenges to student engagement and participation. Faculty members need training and support to create engaging, interactive learning experiences that motivate and inspire students. From another perspective, assessing student learning is also crucial, where hybrid learning requires a new method for assessing and evaluating student learning online and in person [8]. Faculty members need training and support to develop assessments that measure student learning in a hybrid learning environment. Addressing technical issues also plays a crucial part in hybrid learning, which can present technical challenges, such as connectivity issues or software malfunctions [25]. Faculty members need training and support to troubleshoot these issues and provide technical assistance to students. Therefore, overall, teacher training and support are essential for the survival and success of hybrid learning in higher education institutions. Faculty members who are well-prepared and well-supported can create effective and engaging learning experiences that help students succeed in a hybrid learning environment.

Along with 4.0IR needs, creativity also plays a significant part in what students need to survive in the real world. Creativity in shorts is the ability to generate new and original ideas, concepts and solutions to problems. It combines existing ideas, knowledge and unique experiences to produce something novel, valuable and useful [22]. Creativity can be expressed in various forms, such as art, music, writing, design, science, engineering and entrepreneurship. It requires a combination of imagination, curiosity, intuition, critical thinking and the willingness to take risks and explore new possibilities. Creativity can also be enhanced through practice, experimentation and collaboration. Therefore, when considering the intersection of 4.0IR, hybrid learning, higher education institutions and creativity, several challenges may arise, like balancing technical skills and creativity within the 4.0IR perspectives, adapting creative pedagogies to online platforms, overcoming technological limitations, collaborative creativity in virtual environments, assessment of creative outputs and finally the faculty development and supports. Therefore, these issues must be addressed to ensure students build resilience when entering the challenging workforce. Addressing these challenges requires a holistic approach considering pedagogical strategies, technological infrastructure, faculty support and assessment methods. In addition, higher education institutions need to embrace a culture of creativity, adapt teaching practices, provide access to creative tools and resources and create a supportive environment that encourages and celebrates creative exploration in hybrid learning settings aligned with the tenets of 4.0IR.

1.1 Research objectives

The primary research objectives of this paper are as under:

RO1: To study the status of hybrid learning during post-pandemic in HEIs.

RO2: To brief about the challenges of hybrid learning in HEIs to nurture creativity.

RO3: To identify the significant way forward of hybrid learning to nurture creativity in HEIs.

2. Models of hybrid learning

Hybrid learning refers to an educational approach that combines traditional classroom instruction with online or remote learning [8, 26]. In a hybrid learning environment, students typically spend more time learning in a physical classroom with a teacher and other students and some time working independently or in small groups using digital tools and resources. Hybrid learning can take many different forms, depending on the needs and preferences of students and educators. For example, some hybrid models may involve alternating between in-person and remote instruction daily or weekly. In contrast, others may combine synchronous (live) online classes with asynchronous (self-paced) learning activities [8]. In addition, hybrid learning can provide students with greater flexibility and autonomy over their learning experience [8], while offering the benefits of in-person instruction, such as face-to-face interaction with teachers and peers [25]. However, it also requires careful planning and coordination to ensure that all students have access to the necessary technology [27] and support to succeed in both the physical and digital learning environments [28].

Hybrid learning, considered the last resort in distance education in combating the pandemic, where technology and educational applications meet, has become the focus of attention of educators and researchers [29]. Therefore, institutions can adopt several models of hybrid learning, depending on their needs and resources. However, according to Johnson et al. [30], there needs to be more consensus on naming different variations of hybrid learning or online learning, for example, hyflex learning, synchronous online and hybrid elements and asynchronous online and hybrid elements. There are four models of hybrid (and blended) education, as suggested by Christensen et al. (2013) [31], that is., (a) rotation, (b) flex, (c) A La Carte and (d) enriched virtual, and indicated that most the hybrid learning falls under one of these four models.

1. Rotational model

In this model, students rotate between in-person and remote learning on a set schedule. For example, some students may attend classes in person for part of the week, while others attend remotely and then switch roles. This approach allows students to interact face-to-face with teachers and peers while providing flexibility for students needing to attend school remotely.

1. Flex model

In this model, students can choose between attending classes in person or remotely, depending on their preference or circumstances. Teachers may provide synchronous (live) instruction for in-person and remote students and offer asynchronous (pre-recorded) materials and activities that students can complete independently. According to Christensen et al. [31], flex model includes courses in which the online component is the primary support of student learning. Therefore, flexibility is critical as students move on an ‘individually customised, fluid schedule among learning modalities’.

1. A la carte model

In this model, students can take some classes in person and remotely, depending on their needs and interests. This approach allows students to customise their learning experience and take advantage of online classes or resources that may not be available in person. Unlike the full-time, a la carte online learning model is not a full-time, onsite traditional classroom experience. Instead, students complete parts of classes a la carte and others face-to-face in a conventional campus setting. The enriched virtual model includes courses in which students must complete in-person sessions and then complete part of the learning experience online [31].

1. Enriched-virtual model

In this model, students attend classes in person for a portion of the week and engage in online learning for the remainder. The online learning component may include self-paced modules, interactive activities or video lectures, while the in-person component may focus on hands-on activities or group projects. According to Christensen Institute, 2023 [32], an enriched virtual model is a course or subject in which students have required face-to-face learning sessions with their teacher of record and are free to complete their remaining coursework remotely from the face-to-face teacher. Online learning is the backbone of student learning when the students are located remotely. The same person generally serves as both the online and face-to-face teacher. Many enriched virtual programs began as full-time online schools and then developed blended programs to provide students with brick-and-mortar school experiences.

1. Hyflex model

HyFlex combines the terms ‘hybrid’ and ‘flexible’. Hybrid learning refers to learning that integrates complementary face-to-face (synchronous) and online learning (asynchronous) experiences to serve intended learning objectives. In this model, students have the option to attend classes in person or remotely, and teachers provide synchronous instruction for both groups. This approach requires teachers to develop and deliver content for both in-person and remote students simultaneously, which can be challenging but allows for maximum flexibility and customisation for students [33].

However, it is important to note that these models are not mutually exclusive and can be combined to create a hybrid learning approach that works best for each individual, institution and student population.

3. Hybrid-Learning in higher education institutions

The situation of hybrid learning in higher education institutions (HEIs) after the post-pandemic period is still evolving and uncertain [34]. Several factors may impact the future of hybrid learning in higher education. First of all, we need to address student demand. Many students have become accustomed to the flexibility and convenience of hybrid learning during the pandemic and may continue to prefer this mode of learning. Therefore, HEIs must assess student demand and adjust their offerings, according to Singh et al. [35]. Secondly, the technology infrastructure, hybrid learning, requires robust and reliable technology infrastructure, including high-speed Internet, video conferencing software, learning management systems and other digital tools [8]. Therefore, HEIs must invest in and maintain these technologies to support hybrid learning. Other than that, faculty readiness is also counted. Faculty members will need training and support to effectively teach in a hybrid learning environment, including developing new pedagogical strategies, adapting course content for online delivery and using digital tools effectively [35].

Meanwhile, assessment and evaluation in the HEIs will need to develop new methods for assessing and evaluating student learning in a hybrid learning environment, including measuring engagement, participation and achievement in online and in-person contexts [36]. Next, hybrid learning for HEIs may have financial implications, including the cost of technology infrastructure, training and faculty support and physical spaces supporting both online and in-person learning [1]. Overall, the future of hybrid learning in HEIs will depend on various factors, including student demand, technology infrastructure, faculty readiness, assessment and evaluation and financial consideration. Hybrid learning will likely continue to play a significant role in HEIs, but its specific form will depend on each institution’s unique needs and characteristics.

4. Nurturing creativity from physical classroom

Creativity is ‘the ability to produce work that is both novel (i.e., original, unexpected) and appropriate (i.e., useful, adaptive concerning task constraints)’ ([37], p. 3). The physical classroom environment can nurture creativity by making classroom settings conducive to it [38], where physical classrooms can provide opportunities for students to engage in hands-on activities, such as experiments, art projects and design challenges. These activities can stimulate creativity by encouraging students to explore new ideas, take risks and experiment with different materials and techniques [39]. Other than that, collaboration can also play a crucial role in nurturing creativity and innovation among students in a physical classroom setting [40]. Physical classrooms can facilitate student collaboration by working together in groups, discussing ideas and providing feedback. This collaboration can stimulate creativity by exposing students to different perspectives and ideas and encouraging them to think critically and creatively [38]. Furthermore, face-to-face interaction between students and teachers or lecturers in a physical classroom can foster a sense of community and engagement. In addition, this interaction can promote creativity by providing students with a supportive and interactive environment, for instance, good creativity, such as behaviour from their teacher to explore their ideas and express their thoughts [41].

Another way to nurture creativity through physical classrooms is through multisensory learning, providing a multisensory learning experience. For example, students can engage with materials and resources through sight, sound, touch and smell. Many teachers have suggestions for creative activities they have tried as warm-ups or quick breaks. For instance, ‘visual riddles’ are simple line drawings with many interpretations and can stimulate divergent thinking. On the other hand, ‘free-writes’ can help students to let go of their internal censor [42]. Combining these multisensory can be used as metaphors to help students bloom their academic information [42]. The structured learning environment also is another factor. Physical classrooms provide a structured learning environment with clear boundaries and routines that can help students to focus and stay on task. This structure can benefit students who struggle with self-directed learning and provide a foundation for creativity to flourish [38].

Overall, physical classrooms can nurture creativity by providing hands-on activities, collaboration, face-to-face interaction, multisensory learning and a structured learning environment that can help to inspire and support creative thinking and expression.

5. Nurturing creativity from hybrid-learning

Despite the successful plan of physical classrooms in nurturing creativity in students, it is necessary to ensure creativity also can be promoted through hybrid learning. This is crucial since many HEIs have established hybrid learning in their courses or programs, particularly post-pandemic [24, 43]. Hybrid learning, sometimes interchangeably word as blended learning, is excellent at improving students’ ability to think creatively but is influenced by their metacognition and must be supported by their capability [43].

In general, there are several ways or models to nurture creativity through hybrid learning, for example, design thinking [44, 45], project-based learning [46, 47, 48], arts-based integration [49], inquiry-based learning [50] and gamification and game-based learning [51, 52, 53]. Therefore, these will bring more options for teachers and students to choose their learning plans. Flexibility in hybrid learning is essential, as it allows students to learn at their own pace and in their own space. This mechanism benefits students who feel more creative in a comfortable or familiar environment. It also allows students to allocate their time and energy according to their rhythms, which can help indirectly foster creativity [38].

Additionally, digital tools can be essential in how hybrid learning can prompt student creativity. Courses often incorporating digital tools, such as multimedia content and interactive software, made life easier for students and more interesting [54]. These tools can provide students with new ways to express their ideas and creativity, such as creating digital art, animations or videos [55].

Foster creativity from hybrid learning also may be successful with collaboration [56], but it might be a tedious learning process [57]. Hybrid learning can encourage collaboration, cooperation and teamwork through online discussion forums, virtual classrooms and group projects [58]. This collaboration can expose students to diverse perspectives and ideas, which can inspire creativity [59]. From all the factors mentioned above, personalised is also essential in nurturing creativity through hybrid learning, allowing learning experiences tailored to each student’s unique interest and learning styles. This personalisation can foster creativity by allowing students to explore topics and ideas that interest them and approach learning in ways that work best for them [60].

Finally, access to resources. Hybrid learning provides students access to various digital resources, such as online libraries, research databases and open educational resources. These resources can inspire creativity by exposing students to new ideas, perspectives and information [54]. Overall, hybrid learning can nurture creativity by providing students with the flexibility, digital tools, collaboration, personalization and access to resources they need to explore their ideas, express themselves and approach learning in ways that work best for them.

As for higher education institutions (HEIs) specifically, there are similar ways in which hybrid learning can nurture creativity. These include:

1. Interactive learning factor

Hybrid learning can provide interactive learning opportunities to help students explore their creativity. By integrating digital tools, such as simulations, virtual labs and interactive multimedia content, hybrid learning can provide students with an immersive learning experience that can spark their imagination and creativity.

1. Multimodal learning

Hybrid learning facilitates multimodal learning, which allows students to engage with course material using multiple senses. This can include watching videos, listening to lecturers, participating in discussions and completing interactive activities. As a result, students can explore different perspectives and develop new insights by engaging with course material in various ways, fostering creativity.

1. Flexible learning opportunities

Creativity in hybrid learning also can be strengthened by providing students with flexible learning opportunities, which can help to accommodate different learning styles and preferences. Students can learn at their own pace, review materials as needed and engage with course content in ways that work best for them. This flexibility can give students the time and space to explore their creativity and develop unique ideas.

1. Collaboration

Additionally, collaborative learning in HEIs is a must. Integrating it within hybrid learning can facilitate collaborative learning through online discussion forums, group projects and other activities. By working with others, students can explore different perspectives and ideas, which can stimulate their creativity and help them develop new insights and approaches.

1. Access to resources

Last but not least, as adult students in HEIs, students must always be provided with access to resources. Hybrid learning offers students various digital resources, including online libraries, research databases and open educational resources. These resources can inspire creativity by exposing students to new ideas, perspectives and information.

Overall, hybrid learning in higher education institutions can promote creativity in students by providing interactive and multimodal learning opportunities, flexible learning options, collaboration learning experiences and access to digital resources that can spark their imagination and help them develop their unique ideas.

6. Challenges to nurture creativity through hybrid learning

It is no doubt that education sectors are facing critical challenges during the pandemic to ensure educational continuity. Many researchers documented a series of findings on how to nurture creativity through hybrid learning and its challenges, for example, unequal opportunity among students to be engaged in class activities [1], inefficient support for online students [11], technical issues with the platform, lack of devices for online learning and unstable Internet connections and sound-related issue’s [61], the flexibility of the assessment and evaluation of learning quality, as well as teaching and academic programs [62, 63], students’ overall learning experience [64], unclear definition of readiness, preparedness and capabilities in doing online learning among lecturers [65] and also the mental health and psychology of higher education students worldwide, for example, [66, 67]. Therefore, HEIs have developed models to address the issue, like providing laptops, collaborative teaching, online teaching apps, gamification, audio-visual learning, tutorial videos, use of school and personal resources and repetition for mastery.

The main challenge always ahead is the technology requirements. Hybrid learning requires access to technology, including devices and reliable Internet connections, which may be challenging for some students [1]. Social interactions are also crucial in spreading a positive ‘web’ between peers, teachers and lecturers to promote learning. Therefore, hybrid learning may reduce social interactions and face-to-face communication between students and teachers, which can impact the quality of the learning experience [8]. Additionally, experience e-instructors to assist hybrid learning, as stated by Gulbahar and Kalelioglu [68], could also contribute to successful hybrid learning. E-instructors are instructors who might well be experienced in teaching and learning contexts and possess high technology literacy. Being an experienced instructor with advanced technology skills is necessary but more is needed to lead to an instructor becoming an effective e-instructor.

Typically, a fully face-to-face classroom makes it easy for teachers or lecturers to follow students’ assessments or performance. However, it is difficult for some to monitor students’ progress through hybrid learning. Hybrid learning may make it difficult for teachers to monitor student progress and provide timely feedback [69]. This situation will worsen when surrounded by unequal access from students. In addition, hybrid learning may exacerbate existing educational inequalities, as students with limited access to technology or support may need to catch up [1].

The next issue revolves around the increased workload for teachers. Hybrid learning can increase the workload for teachers, who must prepare and deliver content for both in-person and remote instruction and provide individualised support to students in both environments [11]. Therefore, these challenges that evolve through hybrid learning may slow the students’ creativity and thus need to be addressed appropriately by HEIs. Figure 1 shows a subset diagram representing how HEIs students’ creativity can be nurtured through hybrid learning during the post-pandemic.

Figure 1.

Nurturing creativity at HEIs during post-pandemic through hybrid learning.

7. Best practices of hybrid learning at HEIs during and post-pandemic

One of the essential practices in a hybrid learning environment is communication. Thus, establishing clear communication channels is no compromise to ensure information linger effectively between all parties. Therefore, HEIs should strengthen clear communication channels, such as e-mail, discussion forums or messaging apps, to inform students and instructors about course updates, assignments and other important information. HEIs should also ensure that students can access the necessary technology to participate in online coursework, such as laptops, tablets or Internet connectivity. Therefore, providing access to essential technology is critical. HEIs should also provide technical support to students and instructors to address any technical issues.

Undoubtedly, the structure of a course, regardless of its nature, needs special touch by experts. Therefore, HEIs should develop clear expectations for online coursework, including deadlines, requirements and grading policies. Thus, HEIs should create clear expectations for online coursework. This method can help students stay on track and understand what is expected in a hybrid learning environment.

Offering training and support for instructors is another factor in how hybrid learning can be successfully done at HEIs. Everybody is on a panic alert during the first two years of the pandemic. Where we need to turn to the electronic method in a split second, this situation made all stakeholders at HEIs, try to catch up with learning no matter what. Thus, HEIs should provide training and support for instructors to help them develop effective pedagogical strategies and use technology tools effectively in a hybrid learning environment. Fostering student engagement and interaction through hybrid learning can pose challenges for student engagement and interaction. Therefore, institutions should develop strategies to promote student engagement and interaction, such as virtual office hours, online discussions or group projects.

Create opportunities for community building: hybrid learning can be isolating for students and instructors. Institutions should create opportunities for community building, such as virtual events, social media groups or online clubs. Continuously evaluate and improve the hybrid learning experience: institutions should constantly evaluate and improve the hybrid learning experience based on feedback from students and instructors. Doing this frequently can help identify areas for improvement and ensure that the hybrid learning experience is effective and engaging for everyone involved.

By implementing these best practices, HEIs hope to provide effective and engaging hybrid learning experiences for students and instructors during and post-pandemic.

8. Discussion

There are advantages of implementing hybrid learning in post-pandemic, particularly in nurturing students’ creativity. As we all know, the strength of hybrid learning comes from its flexibility. Hybrid learning allows students to learn at their own pace and on their schedule, allowing them to balance work, family and other responsibilities. Students are free to choose models of hybrid learning, for example, rotational model, flex model, ala carte model etc., that fit their daily life activities, considering some students at higher learning institutions are working to continue studying and get a certificate. This will bring much more independent learning and more opportunity for everyone to pursue education anytime and anywhere.

From hybrid learning as well, teachers or lecturers can prepare students’ motivation to learn through personalisation. Hybrid learning allows for more personalised learning experiences by providing opportunities for students to work independently and receive individualised support from educators. Usually, during hybrid learning, teachers or lecturers will have more time to assist their student one-to-one, as the teaching and learning process is not necessary for the specific period, like in the face-to-face class. Moreover, students may e-mail or ask their lecturer through a forum in the learning platform, and the teacher or lecturer can respond to the inquiries on their own time. This mechanism is a powerful communication method as it engages the mutual communication between two parties. Therefore, students would feel that there is always someone to rely on when they have learning issues. This method also may increase engagement between peers and teacher or lecturer by offering various learning experiences and opportunities to collaborate with other students. Collaborating with many people and mingling with teaching and learning resources that can give students access to a broader range of resources, including online materials, multimedia content and interactive tools to achieve their learning objectives, indirectly promotes students’ creativity.

From here, the future of hybrid learning looks promising, as it offers a flexible and personalised approach to education that can accommodate diverse learning needs and circumstances. There are some potential trends and developments in the future of hybrid learning, such as increased use of technology. As technology evolves and becomes more accessible, hybrid learning is likely to rely even more heavily on digital tools and resources. This could include artificial intelligence, virtual and augmented reality and personalised learning platforms adapting to students’ needs and interests. Other than that, education institutions should look for more options for teaching and learning approaches focusing more on student-centred learning. Hybrid learning emphasises student-centred learning, allowing students to control their learning experiences and pursue topics that interest them more. This approach could become more prevalent as institutions adopt more flexible and personalised educational approaches. Ways of how students-centred learning could promote learning through collaboration and networking. Hybrid learning allows students to collaborate and network more openly with peers from different locations and backgrounds. In the future, institutions may leverage these opportunities to create global learning communities and foster creativity through cross-cultural understanding and collaboration.

Speaking of limitless boundaries where everyone can study anytime and everywhere, it is time to blur the edges. As hybrid learning blurs the boundaries between online and offline learning experiences, institutions may begin to rethink traditional concepts of time and space in education. For example, learning could occur outside of traditional classroom settings and schedules, with students engaging in self-paced or project-based learning that incorporates real-world experiences. Finally, hybrid learning could emphasise students’ soft skills. Hybrid learning emphasises developing soft skills such as creativity, collaboration, communication and critical thinking, which employers increasingly value. Institutions may highlight these skills more in the future as they become essential for success in an increasingly complex and interconnected world.

Overall, the future of hybrid learning is likely to be characterised by greater flexibility, personalisation and collaboration as institutions strive to meet learners’ evolving needs and expectations in a rapidly changing world.

Therefore, the question of, can students’ creativity foster through hybrid learning? There is no exact answer to this. However, creativity undoubtedly can be nurtured among students if the teaching and learning plan and the platform are in their best condition to transfer knowledge and upskills. Therefore, hybrid learning plays an important role and has the potential to nurture students’ creativity at higher education institutes. Students’ creativity can thrive and even be nurtured through hybrid learning. While hybrid learning may present some challenges to creativity, such as limited in-person interaction and access to physical resources, it also offers unique opportunities for students to explore their creativity and learn in new ways. Therefore, here are some ways that hybrid learning can support and nurture students’ creativity. The first one is through digital tools and resources. Hybrid learning provides various digital tools and resources to support and enhance students’ creativity. For example, students can use digital art software or video editing tools to create multimedia projects or collaborate with peers using online brainstorming and collaboration tools. Secondly, hybrid learning can be flexible and customisation. Hybrid learning allows students to customise their learning experience and pursue topics that interest them, which can foster creativity and motivation. Students can also work independently and on their schedules, providing more time and space for creative thinking and exploration.

The third way hybrid learning can foster creativity among students is through project-based learning. Hybrid learning can support project-based learning, which allows students to work on real-world projects and apply their creativity to solve problems and create solutions. The project can be designed to be completed online and in person, allowing for individual and collaborative work. Last but not least, hybrid learning can promote creativity through peer collaboration and feedback. Hybrid knowledge will enable students to collaborate and receive feedback from peers and instructors in both in-person and online settings, which can foster creativity and provide new perspectives on projects and ideas.

While hybrid learning may present some challenges to creativity, it also offers unique opportunities for students to explore their creativity and learn in new ways. With the right tools and support, students can contribute to developing their creativity and imagination in a hybrid learning environment.

Therefore, the way forward of hybrid learning during the post-pandemic era is auspicious. Higher learning institutions can consider these plans to promote students’ creativity through hybrid learning. Teachers or lecturers can always use collaborative tools such as virtual whiteboards, chat rooms and video conferencing to facilitate student communication and collaboration. They can also encourage using social media and other online platforms to promote students’ collaboration and networking.

Additionally, blending online and offline activities also help students more effectively catch up with their work. For example, teachers and lecturers can design hybrid learning experiences incorporating online and offline activities, such as virtual field trips and in-person discussion and reflection. This approach can help bridge the gap between online and offline learning experiences and promote creativity indirectly.

Personalised learning can also promote creativity under a hybrid learning setup. Teachers and lecturers can personalise learning experiences for students, considering their unique interests, skills and backgrounds. This approach can foster creativity by allowing students to explore topics of particular interest and pursue projects that align with their passions. Last but not least, professional development and support also must be considered to ensure the plan of promoting students’ creativity through hybrid learning is a successful plan. Teachers or lecturers can receive professional development and support to help them integrate creative teaching practices into a hybrid learning environment. This can include workshops, mentorship programs and ongoing coaching to help them build their skills and confidence in using new digital tools and resources.

9. Conclusions

In conclusion, nurturing higher education institution students’ creativity through hybrid learning is more challenging than it may seem, particularly during the post-pandemic era. Therefore, everyone needs help finding what or how is the best way to convey knowledge and promote learning optimally. In this paper, it was discussed the status and situation of hybrid learning during post-pandemic in HEIs. The paper is also concerned with the challenges of hybrid learning in HEIs to nurture creativity. And finally identified the significant way forward of hybrid learning to nurture creativity in HEIs. Through several experiences worldwide, it can be said that encouraging students’ creativity from the cutting-edge plan of learning, such as hybrid learning, needs more collaboration from parties., for example, teachers, lecturers, administrators, policymakers and last but not least, the student. It is hope and creativity that foster through hybrid learning in the HEIs can fulfil the needs of the Fourth Industrial Revolution in education by providing students with the digital literacy skills, personalised knowledge, flexibility, collaboration and lifelong learning skills needed to succeed in the twenty first century.

Conflict of interest

The authors declare no conflict of interest.