Satisfaction with Hybrid Learning in Mozambique: An Exploratory Study

Objective: To assess student satisfaction with the implementation of a hybrid learning model at a higher education institution during the COVID-19 pandemic, identifying pedagogical, technological, environmental, individual, and economic factors influencing adaptation. Method: A descriptive, cross-sectional exploratory study was conducted using a structured online questionnaire with 41 closed-ended questions administered to second- to fifth-year undergraduate students. Satisfaction was measured using a Likert scale. Ethical approval was obtained (CIBSUL; Ref: 10/Abril/CIBSUL21). Digital informed consent, anonymity, and confidentiality were ensured. Results: A total of 244 students (40.7% of 599 enrolled) participated. The majority were aged 18–35 years (88.1%), and 53.7% were male. Pedagogical practices such as presentation of the analytical plan (51.6% agreement; 27.9% strong agreement) were positively evaluated. However, perceptions regarding the realism of virtual classes were more critical (39.3% disagreement; 14.7% strong disagreement). Smartphones were the predominant access device (86%), while 45% reported internet access difficulties. Environmental constraints affected routine maintenance (46.0%), and 76% recognized that hybrid learning requires high self-discipline. Economically, 63% perceived hybrid learning as more costly than face-to-face education. Motivation to remain in the hybrid model showed a moderate tendency, with 37% neutral responses. Conclusion: The findings indicate a predominance of dissatisfaction, although perceptions were heterogeneous. Institutional strengthening of pedagogical design, technological infrastructure, and socioeconomic support mechanisms is recommended to enhance sustainable hybrid learning implementation.