ESP-3357

Published

2025-03-15

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Vol. 10 No. 3 (2025): Published

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Review Articles

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Copyright (c) 2025 Qixue Li, Siti Nur Aafifah Binti Hashim, Meng Song, Lina Shen

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How to Cite

Li, Q., Aafifah Binti Hashim, S. N., Song, M., & Shen, L. (2025). The role of hybrid learning in promoting inclusive education: A systematic review of psychological benefits and implementation success factors. Environment and Social Psychology, 10(3). https://doi.org/10.59429/esp.v10i3.3357

The role of hybrid learning in promoting inclusive education: A systematic review of psychological benefits and implementation success factors

Qixue Li

No. 1, Jalan UCSI, UCSI Heights (Taman Connaught), Cheras, Kuala Lumpur, 56000, Malaysia

Siti Nur Aafifah Binti Hashim

No. 1, Jalan UCSI, UCSI Heights (Taman Connaught), Cheras, Kuala Lumpur, 56000, Malaysia

Meng Song

No. 1, Jalan UCSI, UCSI Heights (Taman Connaught), Cheras, Kuala Lumpur, 56000, Malaysia

Lina Shen

No. 1, Jalan UCSI, UCSI Heights (Taman Connaught), Cheras, Kuala Lumpur, 56000, Malaysia


DOI: https://doi.org/10.59429/esp.v10i3.3357


Keywords: Hybrid learning; special education; students with special needs; inclusive education

Abstract

This study conducted a systematic literature review that focuses on implementing hybrid learning in special education. Four databases were searched, and nine articles were included as fully fulfilled the inclusion criteria (1) written in English, (2) within past five years (2015-2024), (3) known as journal, (4) open access/ full-text available, and (5) focuses on hybrid learning in special education. PRISMA 2020 with four stages were used as the data collection in this study. The findings revealed the success factors of implementing hybrid learning included  Technological Infrastructure and Access, Teacher Familiarity with Technology, Personalized Learning Approaches and Parental and Institutional Support; while the advantages of hybrid learning in special education are Flexibility and Accessibility, Improved Engagement through Technology and Individualized Learning and Monitoring; and the challenges of implementing hybrid learning in special education are Digital Divide and Accessibility Issues, Teacher Preparedness and Training, Parental Involvement and Home Learning Conditions, Home Environment Challenges, and Engagement and Motivation. Implications are given as education institutions should provide teacher training and professional development; and incorporate Project-Based Learning into hybrid learning in special education to better support the students with special needs in hybrid learning.

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