1- Department of Educational Sciences, Khor.C., Islamic Azad University, Khorram Abad, Iran
2- Department of Educational Sciences, Bo.C., Islamic Azad University, Borujerd, Iran ,4132137228@iau.ac.ir
3- Department of Psychology, Khor. C., Islamic Azad University, Khorram Abad, Iran
2- Department of Educational Sciences, Bo.C., Islamic Azad University, Borujerd, Iran ,
3- Department of Psychology, Khor. C., Islamic Azad University, Khorram Abad, Iran
Abstract: (30 Views)
Objective: The present study was conducted with the purpose of designing an interpretive structural model of hybrid education (face-to-face and virtual) within the SWOT framework.
Methods: This research is applied in terms of purpose and exploratory in terms of approach. The statistical population consisted of 36 experts and specialists in the fields of educational sciences and educational management at universities in Lorestan province. Using purposive sampling and the theoretical saturation method, 14 participants were selected.
Results: A semi-structured interview tool was employed to collect data. To ensure the validity of the qualitative part, Kendall’s coefficient of concordance (0.759) was applied, while the reliability of the qualitative data was confirmed through the recoding method (0.92). The results indicated that the interview instrument had appropriate validity and reliability. Considering internal factors (strengths and weaknesses) and external factors (opportunities and threats), the SWOT matrix was developed after the third stage of the Delphi method and consensus among participants. A total of 38 indicators were confirmed for internal factors (19 strengths and 19 weaknesses) and 20 indicators for external factors (10 opportunities and 10 threats). Consequently, an aggressive strategy was adopted, and 14 strategies were identified and prioritized. Finally, an interpretive structural model of hybrid education strategies was presented.
Conclusions: The findings of this study provide a comprehensive and structured understanding of the key factors influencing hybrid education within the SWOT framework. By validating and prioritizing internal and external indicators, the research offers a strategic foundation for strengthening hybrid education in higher education institutions.
Methods: This research is applied in terms of purpose and exploratory in terms of approach. The statistical population consisted of 36 experts and specialists in the fields of educational sciences and educational management at universities in Lorestan province. Using purposive sampling and the theoretical saturation method, 14 participants were selected.
Results: A semi-structured interview tool was employed to collect data. To ensure the validity of the qualitative part, Kendall’s coefficient of concordance (0.759) was applied, while the reliability of the qualitative data was confirmed through the recoding method (0.92). The results indicated that the interview instrument had appropriate validity and reliability. Considering internal factors (strengths and weaknesses) and external factors (opportunities and threats), the SWOT matrix was developed after the third stage of the Delphi method and consensus among participants. A total of 38 indicators were confirmed for internal factors (19 strengths and 19 weaknesses) and 20 indicators for external factors (10 opportunities and 10 threats). Consequently, an aggressive strategy was adopted, and 14 strategies were identified and prioritized. Finally, an interpretive structural model of hybrid education strategies was presented.
Conclusions: The findings of this study provide a comprehensive and structured understanding of the key factors influencing hybrid education within the SWOT framework. By validating and prioritizing internal and external indicators, the research offers a strategic foundation for strengthening hybrid education in higher education institutions.
Keywords: Strengths, Weaknesses, Opportunities, Threats, Internal factors, External factors, Hybrid education
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