Integrating HyFlex Approach in the Tertiary Level Language Classrooms: Are Academic Stakeholders' at Private Universities in Bangladesh Prepared?

Abstract

The COVID-19 pandemic has prompted substantial changes in educators' pedagogical strategies and students' participation in higher education. HyFlex, combining face-to-face, asynchronous, and online learning modalities, can be an alternative solution during a crisis. The purpose of this study is to explore stakeholders' preparedness for integrating HyFlex Learning in the tertiary-level language classrooms of Bangladesh. The study employed a qualitative method, utilising a semi-structured interview approach. 30 participants, including educators, administrators, IT employees, and students, were interviewed. The findings explored a widespread appreciation for HyFlex's flexibility and accessibility, enabling diverse students to access a quality education. The study also revealed emerging concerns of HyFlex, including technological disparities and the need for faculty training to ensure quality. The study's findings contribute to the discourse on the HyFlex approach in developing nations like Bangladesh, in local contexts. The study also serves as a benchmark for researchers of higher education in Bangladesh, where limited studies are evident.