MODELLING HYBRID TEACHING IN THE NEXT NORMAL FOR PHILIPPINE PRIVATE HIGHER EDUCATION

Abstract

The COVID-19 pandemic disrupted higher education globally, catalyzing a rapid shift to remote learning modalities like online and hybrid instruction. As the post-pandemic era emerges, higher education institutions face the challenge of effectively implementing hybrid teaching models that blend in-person and online components. This study investigates the factors influencing faculty members’ behavioral intention to adopt hybrid teaching approaches in selected Philippine private higher education institutions. Grounded in the unified theory of acceptance and use of technology (UTAUT) model, the study examines the roles of performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit. Additionally, it introduces the novel construct of technology fit use to assess the alignment between course technologies and faculty teaching needs. Partial least squares structural equation modeling analyzed survey responses from 300 faculty members across multiple institutions. The findings indicate that performance expectancy, social influence, hedonic motivation, price value, and habit significantly influence behavioral intention, while effort expectancy and facilitating conditions have a limited impact. Moreover, behavioral intention predicts technology fit use and actual technology use. Age moderates the effect of effort expectancy on behavioral intention, while experience moderates the habit-intention relationship. The study provides insights for educational policymakers and technology developers to foster successful hybrid teaching adoption through strategies tailored to user experiences, institutional support, and technology-pedagogy integration.