Hybrid Learning Practices and Their Effects on Student Learning Experiences in Ethiopian Public Universities

Hybrid learning has become an important approach to improving the quality, flexibility, and accessibility of higher education, particularly within Ethiopia's digital transformation initiative (e-SHE). This study assessed the practice of hybrid learning and its effect on students' learning experiences in Adama Science and Technology University, Jimma University, and Hawassa University. A convergent parallel mixed-methods research design was employed, combining questionnaire data from undergraduate students who had completed at least one hybrid course with focus group discussions and key informant interviews involving instructors, e-learning directors, ICT professionals, and university administrators. Quantitative data were analyzed using descriptive statistics, the Kruskal–Wallis test, Ordered Logit, Ordered Probit, and Ordinary Least Squares (OLS) regression models, while qualitative data were analyzed thematically. The findings showed that hybrid learning significantly enhanced students' learning experiences by promoting flexibility, learner autonomy, digital skill development, and active engagement. Students reported moderate to high levels of engagement and satisfaction, and significant differences in hybrid learning implementation were observed among the universities, with Adama Science and Technology University demonstrating comparatively stronger performance. Regression analyses consistently revealed that hybrid learning practice, student engagement, sustainability of hybrid learning, and student satisfaction positively and significantly influenced students' learning experiences (p < 0.01), with student satisfaction emerging as the strongest predictor. However, challenges related to instructional design, digital infrastructure, faculty preparedness, online interaction, and institutional support remain. The study concludes that strengthening digital infrastructure, faculty capacity, learner-centered instructional design, and institutional support is essential for the effective and sustainable implementation of hybrid learning in Ethiopian higher education.