HYBRID EDUCATION IN SECONDARY SCHOOLS: OPPORTUNITIES, BARRIERS, AND IMPLEMENTATION CHALLENGES IN KHYBER PAKHTUNKHWA

Abstract

This study examines the prospects and challenges of hybrid education at the secondary school level in Khyber Pakhtunkhwa, Pakistan, using a mixed-method research design. Data were collected from secondary schools in Kohat, Peshawar, and Mardan through questionnaires (n = 384) and interviews with 30 teachers. Findings indicate mixed perceptions of hybrid education. While 55.8% of teachers reported significant implementation challenges, many recognized its potential benefits. Major constraints include unreliable internet connectivity (64.6%), increased educational inequalities in rural areas, and passive learning tendencies (65.1%) that limit student engagement and critical thinking. Moreover, 85.5% of respondents noted reduced social and emotional interaction, affecting students’ developmental needs. Despite these concerns, respondents highlighted improved conceptual understanding (62.6%) and enhanced critical thinking skills (70.5%) through self-directed learning. The study concludes that hybrid education can serve as a sustainable and future-oriented model for secondary education if supported by reliable digital infrastructure, teacher training, and student-centered pedagogical reforms. Collaborative efforts among educators, policymakers, and stakeholders are essential to ensure effective implementation.