Faculty Readiness for Hybrid Teaching: A Multi-University Study

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DOI: https://doi.org/10.63345/ijre.v14.i9.4

Dr Sandeep Kumar

SR University

Hasanparthy, Telangana 506371 India

Abstract
The shift toward hybrid teaching models—combining in‑person instruction with online components—has accelerated in higher education, driven by advances in educational technology and the need for flexible learning environments. Faculty readiness is a critical factor in the success of hybrid modalities, encompassing instructors’ technological competencies, pedagogical adaptations, and perceptions of institutional support. Although numerous studies have examined student experiences and learning outcomes in hybrid courses, faculty perspectives remain underexplored, particularly in multi‑institution contexts. This study addresses this gap by assessing readiness among 312 faculty members across five universities—three public and two private—using a convergent mixed‑methods design. Quantitative data were gathered via a 25‑item Faculty Readiness Survey (FRS) measuring three dimensions: Technological Competence, Pedagogical Adaptation, and Institutional Support. Qualitative insights were obtained through semi‑structured interviews with a purposive subsample of 42 participants, focusing on experiences, perceived barriers, and enablers in hybrid teaching. Findings indicate a moderate overall readiness level (M = 3.6 on a 5‑point scale), with STEM faculty reporting higher technological confidence than their Arts & Humanities counterparts. Regression analyses identified prior online teaching experience and frequency of professional development participation as significant predictors of readiness. Thematic analysis revealed the importance of hands‑on training workshops, instructional design collaboration, and peer learning communities, while time constraints and misaligned incentives emerged as persistent obstacles. Based on these results, we propose a multi‑pronged framework for enhancing faculty readiness, including scalable training modules, embedded instructional designer partnerships, and formal recognition of hybrid course development efforts. Implications for policy, practice, and future research directions—such as longitudinal studies to track readiness evolution and cross‑cultural comparisons—are discussed, underscoring the need for sustained institutional investment to maximize the pedagogical potential of hybrid teaching.

Keywords
Faculty Readiness, Hybrid Teaching, Technology Integration, Professional Development, Instructional Support

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