Quality Beyond Connectivity: Generation Z Perspectives on Practical and Online Learning in Hybrid Engineering Education

Abstract

The adoption of hybrid learning in higher education, stirred by the Education 5.0 agenda and the global digitalization trends, has transformed engineering education. However, the practicality of engineering programmes and the nature of the current cohort enrolled for undergraduate degrees- the generation raises concerns about the quality of learning in a hybrid set-up. This study examined Generation Z students’ perceptions of the quality of hybrid learning in engineering programmes. It unraveled the extent to which existing quality assurance frameworks address their experiences and monitor online learning. A mixed-methods approach was used, combining quantitative data from questionnaires completed by 100 undergraduate engineering students with qualitative insights from unstructured interviews and document analysis. Results indicate that despite the high access to digital materials, perceived quality of online learning remains low due to limited interactivity, delayed feedback and passive teaching methods. Media multitasking also contributes to disengagement, while practical learning is mostly hindered by lack of hands-on experience, limited access to licensed simulation software and inadequate instructional guidance. The existing QA frameworks tend to be predominantly input-oriented, failing to capture key aspects such as student engagement, interaction quality and digital pedagogy. Guided by Lev Vygotsky’s social constructivist theory, the study stresses the significance of interaction, scaffolding and feedback for effective learning. It proposes a process oriented QA framework and recommends policy and pedagogical reforms to boost engagement, develop practical skills and align with Generation Z’ S learning needs in hybrid engineering education.