Engagement, Motivation, and Involvement in Hybrid Learning: A Qualitative Investigation in Tunisian Universities

Abstract

This article examines how students perceive hybrid learning environments in higher education and which factors influence their engagement, motivation, and sense of belonging. The originality of this study lies in its qualitative approach focused on students’ experiences and its exploration of the specific context of higher education in Tunisia, integrating the cognitive, emotional, and behavioral dimensions of engagement. Thirteen semi-structured interviews,were conducted with master’s students at ISCAE Manouba and ENIT Tunis. The results highlight that the effectiveness of hybrid learning relies on a balance between flexibility and pedagogical interactions: distance learning promotes autonomy and personal organization, while face-to-face sessions support group dynamics and learning consistency. Intrinsic motivation, content quality, and sense of belonging emerge as key drivers of engagement. This study enriches the existing literature by identifying often overlooked contextual variables, such as content design, pedagogical stance, and temporal regulation. Practically, it provides The recommendations aim to optimize hybrid learning environments by fostering social interaction, reducing isolation, and providing valuable insights to guide pedagogical interventions.