The increasing frequency of global crises, such as the COVID-19 pandemic, has exposed the vulnerabilities of traditional education systems and emphasized the need for adaptable, internationally coordinated learning strategies. This study explores the role of hybrid learning models—integrating face-to-face and remote instruction—as a policy tool for maintaining educational continuity during crises. By examining their effectiveness in mitigating disruptions, the study highlights the implications for global education resilience and international cooperation.

A sample of 150 undergraduate students, with and without prior online learning experience, participated in the study, focusing on disciplines requiring high levels of interactivity. The research measured student performance, engagement, and satisfaction with hybrid models compared to fully remote learning. Data collection involved online surveys and virtual focus groups to provide both quantitative and qualitative insights. Findings revealed that hybrid models significantly improved student engagement (p < 0.05) and satisfaction levels, offering a more sustainable solution for crisis-affected education systems. Additionally, students reported better retention of complex concepts due to in-person components, reinforcing the necessity of hybrid approaches in maintaining academic standards during disruptions.

This study builds upon existing literature, such as Garrison and Vaughan's (2008) Blended Learning in Higher Education, which advocates for hybrid learning as an effective strategy to balance traditional and digital education. The findings underscore the need for policymakers, international organizations, and academic institutions to adopt hybrid models as part of a broader framework for global education policy. Through international cooperation, hybrid learning can serve as a strategic mechanism for strengthening educational resilience, ensuring equitable access, and fostering diplomatic collaboration in times of crisis.

References:
[1] Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass.
[2] Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564–569. https://doi.org/10.1007/s11528-019-00375-5
[3] Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.

Keywords: Hybrid learning, educational policy, international cooperation, crisis response, global education resilience.