The impact of digital hybrid education model on teachers’ engagement and academic performance in the context of Kazakhstan

This article examines the impact of a technology-enhanced hybrid learning model, developed with consideration of the subjective needs of students and instructors, on key educational outcomes. The primary aim of the study is to assess the effectiveness of the "InterAcademy: Hybrid Future" model in improving academic performance, engagement, motivation, and satisfaction with the digital learning environment. The research was conducted using a quasi-experimental design involving 189 students and 35 instructors from a pedagogical university in Kazakhstan. Participants were randomly assigned to either a control group, which employed a traditional hybrid approach, or an experimental group, in which the proposed model was implemented. Data were collected through academic grades in four subjects, engagement and motivation scales, and a survey measuring satisfaction with the digital learning environment. The Mann-Whitney U test was used to identify statistically significant differences between groups. The results indicated that students in the experimental group demonstrated significantly higher academic performance across all subjects (p < 0.001), as well as greater engagement and motivation compared to the control group. Instructors in the experimental group reported higher levels of perceived teaching effectiveness, adaptability, and motivation than those in the control group (p < 0.001). Furthermore, both students and instructors in the experimental group expressed greater satisfaction with the digital learning environment, particularly regarding tool usability, integration with traditional methods, and content effectiveness (p < 0.001). The study advocates the integration of effective hybrid learning models based on the subjective needs of students and teachers. In general, the study informs a wide range of stakeholders in the field of education about the optimization of a hybrid learning environment.