Perceptions of hybrid learning in higher education: a comparative study between Greece and Ecuador

The objective of this study was to comparatively analyze university students’ perceptions of hybrid learning in Ecuador using a questionnaire previously validated in Greece. The study employed a quantitative descriptive-comparative design and collected data from students enrolled in hybrid learning programs at a public university. The results indicate that the measurement instrument shows strong internal consistency and a stable factor structure in the Ecuadorian context. Significant differences were identified in students’ perceptions according to gender, age, and field of study, while no differences were observed based on year of study. Compared to the Greek study, the results reveal similarities in the conceptual structure of the model, but differences in the influence of sociodemographic variables. Overall, the results suggest that perceptions of hybrid learning are determined by institutional, cultural, and curricular factors, highlighting the importance of context-sensitive strategies for the effective implementation of hybrid learning in higher education.