Hybrid Learning Prerequisites in Egyptian National Schools' Classrooms During Crisis

Atef, Omar Mohamed; Dewidar, Khaled Mohamed; Nagy, Gehan Ahmed

doi:10.21608/eijest.2024.282505.1270

Hybrid Learning Prerequisites in Egyptian National Schools' Classrooms During Crisis

Document Type : Original Article

Authors

¹ Architectural Engineering Department, El Minya High Institute for Engineering and Technology, Minya, Egypt Architectural Engineering Department, Faculty of Engineering, Ain Shams University, Cairo, Egypt

² Architecture Department, Faculty of Engineering, Ain-shams University, Cairo, Egypt

³ Professor, Architectural Engineering Department, Faculty of Engineering, the British University in Egypt, El Shorouk City

10.21608/eijest.2024.282505.1270

Abstract

Recent studies have shown that hybrid learning has become increasingly common in schools worldwide during the COVID-19 crisis. UNESCO has highlighted the impact of the crisis on the education process globally and revealed that school closures do not solve the crisis. In Egypt and other countries, schools were closed for 16 weeks, according to UNESCO reports. The World Bank has stated that the use of digital learning tools in Egyptian schools has become necessary after the crisis.

The research problem Although Egyptian schools are implementing hybrid learning under Education Development Fund guidelines, they confront many design challenges. The research gap is the lack of discussion on the design criteria for hybrid learning in previous studies.

The research aims to identify the design criteria for hybrid learning that must be available in Egyptian schools' classrooms and propose a matrix that includes three important design criteria for hybrid learning, such as technological requirements, furniture requirements, and climate requirements.

The research methodology consists of 1. A qualitative approach through analyzing previous studies and identifying the requirements of hybrid learning, and 2. An analytical approach by analyzing schools in and outside Egypt for different stages by using the design matrix.

Finally, the results include an assessment of the design criteria for hybrid learning in classrooms in and outside Egypt, and the research concluded guidelines for enhancing the design criteria for hybrid learning that must be fulfilled in Egyptian school classrooms.

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