Assessing the Sustainability of the Shift: Liberian Junior and High School Teachers’ Competencies in Hybrid Classroom Management Post-COVID-19

The COVID-19 pandemic accelerated the global educational evolution towards hybrid education. However, little was investigated on the long-term sustainability of this shift within specific pedagogical domains, such as hybrid classroom management, in emerging economies. This paper assesses the sustainability of this shift by evaluating the hybrid classroom management experiences of Liberian junior and high school teachers. Employing a Hermeneutic Phenomenological Design (HPD), data were collected through 26 interviews and analyzed using a reflexive thematic analysis (RTA). The findings revealed crucial barriers to sustainability, including inadequate digital infrastructure, a lack of structured official digital programs in schools for implementation, and insufficient professional development. To address these gaps, the study proposes a targeted, actionable policy roadmap for the Ministry of Education and stakeholders, including the establishment of a territorial Certificate of Digital Competence (CDC), Green Classrooms Infrastructure Grant for energy supply, and a negotiation of National E-data. This study provides policymakers in Liberia and other developing nations with useful information about the current situation. By providing a baseline for policy intervention, this study advances the discussion on achieving Sustainable Development Goal (SDG4) for quality education within emerging economies settings.