Embracing inclusivity and flexibility in higher education: A study of HyFlex delivery and its impact on diverse undergraduates in the postpandemic era

Abstract

In the wake of the COVID-19 pandemic, higher education has undergone a significant transformation, necessitating a re-evaluation of pedagogical approaches to meet the evolving needs of a diverse student body. This article delves into these changes, with a particular emphasis on the adoption and impact of Hybrid Flexible (HyFlex) delivery models in higher education. Conducted at a Scottish university, this study focuses on a mandatory management accounting course for accounting and finance students, exploring how the HyFlex model aligns with principles of inclusivity and Universal Design for Learning. The research examines student preferences for HyFlex education and its influence on academic performance, paying special attention to how these preferences and outcomes vary among students from different socio-economic backgrounds. The findings indicate that while a majority of students exhibit a preference for a blend of online and oncampus attendance, there is a notable inclination towards online engagement among students from more deprived areas. Factors such as travel challenges, work-life balance, and anxiety are identified as significant determinants in the choice of remote learning. Additionally, the study reveals a moderate correlation between students' socio-economic status and their exam performance, with varying results across different modes of delivery. This suggests that while HyFlex education offers a flexible framework, its effectiveness and accessibility can differ based on individual student circumstances. While further research is required for more definitive conclusions, this study contributes valuable insights into the post-pandemic educational landscape. It underscores the