Exploring the barriers to implementing hybrid learning in rural primary schools

Hybrid learning is a progressive approach that offers flexibility and expanded learning opportunities for students. However, limited attention has been given to the contextual barriers faced by rural primary schools in adopting such models. This study explores the barriers that hindered the implementation of hybrid learning during the Covid-19 pandemic in Malaysian rural primary schools. Employing a qualitative design, semi-structured interviews were conducted with 19 rural primary school teachers to capture their experiences and perspectives on the challenges encountered by both students and teachers. Thematic analysis revealed four key themes, which are access and delivery challenges, assessment and engagement difficulties, increased teacher workload and stress, and parental involvement challenges. The study deepens understanding of the place-based obstacles affecting hybrid learning adoption within rural educational context and offers insights to strengthen systemic support structures and improve current education policies to promote digital equity and enhance the long-term viability of hybrid learning models for rural primary schools.