The hybrid model of business education – preferences, challenges, and recommendations
The hybrid model of business education – preferences, challenges, and recommendations

Summary/Abstract: Hybrid education has become a lasting feature of higher education following the COVID-19 pandemic, particularly in business programs that combine theoretical instruction with practical and collaborative learning. This study examines how business students experience hybrid education in the post-pandemic context, focusing on perceived benefits, challenges, and conditions supporting effective engagement. The analysis is based on qualitative, semi-structured interviews with undergraduate business students conducted at leading universities in the Visegrad countries. Adopting a student-centred perspective, the study explores recurring patterns in students' accounts of learning flexibility, autonomy, interaction, and instructional design. The findings indicate that students generally prefer hybrid arrangements that combine online lectures with in-person practical classes, valuing flexibility, improved time management, and access to digital materials. At the same time, challenges related to concentration, limited social interaction, and insufficient adaptation of teaching and assessment practices were identified. The study concludes that the effectiveness of hybrid education depends on intentional pedagogical design, institutional context, and alignment between structural flexibility, student control, and engagement.

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