Design and effectiveness of the HyFlex-VR learning model for emancipated learning in higher education

Purpose This study aimed to design and evaluate the effectiveness of the HyFlex-VR learning model in fostering emancipated learning, which enhances creativity, critical thinking, problem-solving and self-directed learning in higher education. Design/methodology/approach This study employed a mixed-methods approach. Data were collected through a structured online questionnaire administered to 659 students from 2 state universities and 1 private university in Indonesia. The quantitative analysis used descriptive statistics and structural equation modelling to assess the validity, reliability and relationships between constructs. A qualitative analysis was conducted through open interviews to explore students' experiences with the HyFlex-VR model. Findings The study resulted in the design of the HyFlex-VR learning model, which integrates multimedia technology, content and pedagogy into four learning modalities: face-to-face, synchronous online, asynchronous online and virtual reality (VR). This model effectively provides students with full flexibility and control, enhances engagement, creativity and critical thinking skills and creates immersive, engaging and enjoyable learning experiences. Research limitations/implications This study is limited to the application of the HyFlex-VR model in several departments and universities in Indonesia, with infrastructure factors and technological skills that can affect the effectiveness of the model. These findings have important implications for the development of innovative learning models in universities. Originality/value This study offers a new perspective by integrating the four learning modalities into a single model to foster active student engagement and personalised learning experiences.