Assessing the Sustainability of the Shift: Liberian Junior and High School Teachers’ Competencies in Hybrid Classroom Management Post-COVID-19

Abstract

The COVID-19 pandemic accelerated the global educational evolution towards hybrid education. However, little was investigated on the long-term sustainability of this shift within specific pedagogical domains, such as hybrid classroom management, in emerging economies. This paper assesses the sustainability of this shift by evaluating the hybrid classroom management experiences of Liberian junior and high school teachers. Employing a Hermeneutic Phenomenological Design (HPD), data were collected through 26 interviews and analyzed using a reflexive thematic analysis (RTA). The findings revealed crucial barriers to sustainability, including inadequate digital infrastructure, a lack of structured official digital programs in schools for implementation, and insufficient professional development. To address these gaps, the study proposes a targeted, actionable policy roadmap for the Ministry of Education and stakeholders, including the establishment of a territorial Certificate of Digital Competence (CDC), Green Classrooms Infrastructure Grant for energy supply, and a negotiation of National E-data. This study provides policymakers in Liberia and other developing nations with useful information about the current situation. By providing a baseline for policy intervention, this study advances the discussion on achieving Sustainable Development Goal (SDG4) for quality education within emerging economies settings.

1. Introduction

During the COVID-19 pandemic, education worldwide turned toward hybrid education, altering pedagogical approaches such as school curriculum, assessment methods, and classroom management, just to name a few [1,2,3,4]. In the early days of this pandemic, most academic research concentrated on how to respond to this outbreak. There was and still is a significant gap in how this shift to hybrid education and its novel approaches can be maintained to guarantee the continuity of formal learning in situations like this [5,6,7], especially in developing countries such as Liberia. This is directly linked to Sustainable Development Goal 4 (SDG4), which advocates for inclusive learning, access to high-quality education, and opportunities for lifelong learning [8,9,10,11]. In circumstances such as these, inadequate teacher preparation, a lack of digital gadgets, and inadequate internet access are mostly observed [6,10,12]. These are for sure significant issues that can pop up in emerging economies such as Liberia. These are all visible factors that can greatly influence the implementation of classroom management skills in a hybrid setting.

Students and teachers work in a classroom to improve the students’ academic performance. Elements such as good classroom management and learning environment contribute remarkably to the students’ academic success [13,14], but good classroom management is paramount [15,16]. Classroom management is a structured, planned approach employed by educators to foster the development and establishment of a conducive learning environment, enabling pupils to acquire diverse knowledge and skills effectively [14,17]. The complexity and variety of events in classrooms create management challenges [18]. This position of classroom management is, therefore, a fundamental notion that influences education and serves as a crucial foundation for educational success [19]; thus, it is a critical key to the success of SDG4, “quality education for all”.

The synchronous cooperation of online and in-person learning methodologies, particularly in the Liberian educational system, is referred to as HCRM in the context of this study. Hence, online and in-person education settings are linked sequentially in countries with limited resources when referred to in this study.

1.1. The Problem Statement

The educational setting has changed significantly since COVID-19 [20,21,22], and the use of hybrid learning educational approaches is growing globally [23,24].

The shift has led to a global trend in education that emphasizes contingent planning, ensuring the continuity of learning during outbreaks and disasters. Information on the sustainability of this shift to hybrid classroom management is necessary. Many papers have been published on the sustainability of this shift in developed countries; meanwhile, in developing countries like Liberia, few studies focused on the early transition to radio teaching, online, and hybrid education at the peak of the pandemic, and even fewer were done on assessing the sustainability of the shift to hybrid classroom management practices. This indicates the limited information on the ongoing educational discussion regarding SDG4, in the context of sustaining the shift to hybrid classroom management in Liberia following the COVID-19 pandemic.

Thus, the researcher decided to scrutinize SDG 4 (quality education) by assessing the sustainability of the shift to hybrid classroom management post-COVID-19 from the viewpoint of junior and high school instructors in Liberia. By examining the practical competencies and the practical realities of these junior and high school teachers in Liberia, this study fills this knowledge gap by providing some information to the Liberian Ministry of Education and Liberian lawmakers, contributing to the global literature on this new model in resource-constrained countries, and adding to the current discussion on the SDGs, particularly in emerging economic nations like Liberia, by concentrating on the lived experiences of teachers on the ground. Additionally, it provides unique practical insight into what is needed to sustain the educational advancements made during the COVID-19 pandemic.

1.2. Aim

The goal of this study is to assess the extent to which Liberian junior and high school teachers have sustained their hybrid classroom management competencies post-COVID-19.

• Objective 1. To identify the main obstacles in sustaining the shift to hybrid classroom management.
• Objective 2. To understand the instructor’s viewpoint regarding the significance of sustaining the shift.
• Objective 3. To develop workable recommendations to improve on sustaining Liberia’s transition to hybrid classroom management.

1.3. Research Question (R.Q.)

To what extent have the educators in Liberian junior and high schools sustained the use of hybrid classroom management skills developed during the pandemic?

• Specific research question one. What are the main obstacles to sustaining the shift to hybrid classroom management?
• Specific research question two. What is the significance of sustaining the shift from the viewpoint of the instructors?
• Specific research question three. What are the workable recommendations to improve on sustaining Liberia’s teachers’ transition to hybrid classroom management?

2. Literature Review

To situate this paper within the current discussion on SDG4 and education in general, this literature review examines three main topics: the global shift occurring in education, the complexity in educators’ competencies in classroom management in a hybrid scenario, and the particular difficulties faced by developing countries in achieving the sustainability of this global educational shift. Some theories relating to pedagogy that impact classroom management are reviewed.

2.1. The Global Shift Occurring in Education

The COVID-19 pandemic accelerated the global transition to online and hybrid learning, forcing schools to make unexpected changes to their curricula [25]. Some researchers demonstrated that this shift to hybrid learning was a worldwide phenomenon that necessitated a long-term [26] and well-supported implementation [21], rather than a band-aid solution [27]. At the start, more research concentrated on a quick solution to this shift [5]. Since then, a substantial knowledge gap has remained regarding the enduring sustainability of these novel techniques, particularly in the context of resource-constrained countries [10,28]. Instead of relying on reactive programs to counteract unseen situations, it seems difficult to develop reliable fixed systems of education to address such situations [29]. This relates to Sustainable Development Goal 4, which deals with equitable education for all, specifically relating to this discussion of lifelong learning [8]. From this viewpoint, incorporating technology into education will assist in attaining the SDG4 goals [30,31], but this faces systemic barriers such as limited access to the internet, a shortage of digital infrastructure, and inadequate teachers’ training [32]. This showed that, to sustain the shift after COVID-19, providing technology that can improve the standard and quality of education can aid in meeting SDG4 in developing countries [30,33].

2.2. Educators’ Competencies in Hybrid Scenario Classroom Management

Many factors contribute to students’ success, but good classroom management has been pinpointed as very significant [14,34]. A supportive student-centered environment, which is the strategy used in this era, has countered the strict discipline and traditional theories of classroom management.

The dynamic classroom management approach (DCMA), which integrates creative, culturally responsive techniques to create a supportive learning environment, embodied this change [35].

However, these ideas now have an additional level of complexity due to the introduction of hybrid education. Educators now manage both face-to-face and online classrooms, which requires a new set of skills. Teachers must be proficient in key areas of managing a hybrid classroom, such as fostering positive relationships between students in both physical and digital settings, maintaining discipline in online and hybrid environments, and designing educational activities that are effective regardless of the students’ location [36,37,38]. According to [39], learners’ academic results are directly correlated with educators’ capacities to develop skills to handle these challenges; therefore, for hybrid learning to be successful, it is essential to apply these skills.

2.3. Hybrid Educational Sustainability Difficulties in Emerging Economies

While many developed countries had the necessary infrastructure to shift to online and hybrid education [40], emerging nations had faced major preexisting obstacles that were worsened by the COVID-19 pandemic [33,41].

According to [42,43], the digital divide was the main barrier to educational equity and sustainability in this context. Recurring issues like inconsistent or nonexistent internet access, a lack of digital devices for both educators and students, and an unreliable power source further hindered the hybrid approach’s feasibility [44]. Due to these deficiencies, even the most creative teaching strategies became unfeasible [36]. Liberia is one of the emerging economic nations that has had this situation. Liberia has a long tradition of civil conflicts and Ebola epidemics and has been actively reconstructing its system of education [45] since the COVID-19 pandemic surfaced in 2020. The transition to online and hybrid education faced some challenges due to this [46].

The sustainability of this shift remains a major concern in Liberia, despite national and international initiatives such as the improved results in the Secondary Education (IRIES) project [47]. Although some studies have examined online education in Liberia during the pandemic, there is a clear and significant gap in the literature regarding the shift’s sustainability, especially concerning educators’ actual daily hybrid classroom management routines.

2.4. Theoretical Framework

The theories discussed in this study are linked to pedagogy, which is connected to the classroom management domains. Instructors use a range of strategies in hybrid classroom management, including applying teaching and learning theories to both traditional and online settings [4]. It includes, among other things, the application of skills in the domains of relationships, teaching and learning, and discipline. A positive learning environment can be created by generating skills that motivate pupils to learn, fostering positive relationships between teachers and students, and lowering classroom disorder [48,49,50].

2.4.1. Theory of Connectivism in Learning

Connectivism is one of the newest theories of educational learning. Connectivism was first put forth by theorists George Siemens and Stephen Downes in 2005. Siemens released Connectivism: Learning as a Network Creation online in 2004, and Downes introduced An Introduction to Connective Knowledge the following year [51,52]. It is based on the idea that connections help people grow and learn. These could be interpersonal relationships or their obligations and duties in life. Hobbies, aspirations, and interpersonal relationships can all impact learning. In this technological age, technology has made it easier for students to engage with one another and with instructors [51]. To encourage students to learn, they can assist in establishing alliances and interactions with both their educators and the learner-peer networks [53].

Due to technological advances, both the educational and economic sectors have experienced an increase in connectivity. Connectivity is crucial in a hybrid classroom because it helps learners and educators acquire the technological skills necessary to evaluate the vast amount of online material [54,55].

2.4.2. The Theory of Cognitive Learning

It examines human thought processes, which are crucial to understanding how we learn [56]. According to cognitive theory, learners can be impacted by both internal and external variables [57]. According to [1], learners can exert greater control over their thought processes as they become more aware of how their thinking influences their behavior and learning.

Two of the earliest philosophers to concentrate on cognition and human thought processes were Plato and Descartes [58]. Additional investigation was sparked by the numerous investigators who dug deeper into the concept of how we think, such as Jean Piaget’s research, which focused on inner processes and settings, and how they affect learning. Teachers can give learners the chance to fail, ask questions, and think out loud. By employing these strategies, students can gain a deeper understanding of how their minds work and apply that knowledge to develop more productive learning opportunities [59].

2.4.3. Theory of Humanism in Education

The humanistic learning theory was introduced by Carl Rogers, James F.T. Bugental, and Abraham Maslow [60] in the early 1900s. Humanism was related to psychoanalysis and behaviorism, which were the prevailing educational theories at the time [61]. Constructivism and humanism are intimately related [62]. Developing oneself is a central concept in humanism [63]. A hierarchy of requirements governs how everyone functions. The brief moments when a person believes that all of their desires have been met and that they are considered the most successful human being themselves are at the top of the hierarchy of requirements. This is known as personal development. Instructional settings can move closer to or farther from addressing demands, and this is what everyone is aiming for [64].

Instructors can design learning spaces that support learners in being more self-actualized. Different teaching styles can be used to reach a variety of learners, giving rise to lessons specially adapted to their needs and skills [14].

3. Materials and Methods

A qualitative approach was more relevant than a quantitative or mixed technique, since it addresses the specific lived experience of sustaining the hybrid model. The quantitative approach ignores the meaning behind any number and instead focuses on statistics and the relationships between variables [2].

3.1. Research Design

This study employed the Hermeneutic Phenomenological Design (HPD), which integrates reflexive thematic analysis (RTA) and Descriptive Frequency (DF). The in-depth lived experiences of the participants and the systematic occurrence of the thematic codes’ patterns throughout the sample were both best captured by this multi-segmented technique.

This method logically aligns a complementary strength, ensuring that the final recommendation is based on the prevalent realities primarily indicated by the teachers. The reflexive thematic analysis was used to thematically classify the in-depth lived experiences into themes, sub-themes, and codes, assisted by the frequency weight of the occurrences [3].

Instead of retelling events only, the phenomenological hermeneutic design examined the understanding and characteristics of the first-hand lived experiences of participants in a particular phenomenon, by also taking into account the unseen meaning behind their stories in their real and natural settings [65,66,67]. The phenomenon of this study was the perceptions of Liberian high school and junior school teachers regarding the sustainability of the transition to hybrid classroom management after the COVID-19 pandemic.

Applying a hermeneutic approach, the study was able to decipher the emotions, memories, and hidden meanings in the teachers’ stories by considering aspects of the study’s background, such as their culture, current educational policies, and economic resources [66,68,69]. This phenomenological hermeneutic approach involved the researcher maintaining a strong commitment to the educators, the data collection, and the data analysis phases, establishing the investigation’s consistency and real-world experiences [67].

3.2. Participants and Sampling

To recruit participants for this study, the schools were located using community information. The positions of these schools were determined in November 2024. In January 2025, 23 private schools were approached with the ethical approval letter from the researcher’s university (see Supplementary Material S1. University ethical approval letter), and all granted their permission (see Supplementary Material S2. Liberia’s junior and high schools’ permission letter).

Qualitative studies select study participants using special techniques [70]. The main objective of these techniques was to recruit participants who have a thorough background understanding of the phenomenon under investigation [70,71].

Purposive sampling, which was used, enables participants who can offer the most pertinent and perceptive information on the phenomenon under investigation to come on board [72,73]. The criteria used to admit participants were as follows: junior and high private school teachers in the Montserrado County metropolitan area of Liberia who were currently employed at the time of the study and had taught during the COVID-19 pandemic. These criteria were used to obtain first-hand knowledge of the sustainability of the shift to the hybrid model following the pandemic. A limitation in the sample diversity was introduced by purposefully excluding the community and public-school teachers. The collection of data from private schools alone provided a concentrated examination of schools that were the early adopters of the hybrid approach in Liberia during the COVID-19 pandemic. Private schools always strive for first-hand updates and advancement, improving their quality and equipment [4]. So, these schools were in a good position to be assessed to understand the sustainability of HCRM competencies after the COVID-19 pandemic. The findings from private schools can be considered the best-case scenario for the sustainability of the shift used for the same exercise in public schools. This can also provide a comparative platform for further studies.

Some factors that influenced the decision of how many participants were needed in the study were: time and resource availability, the research focus, institutional approval requirements, the nature of the research question, the investigator’s previous experience with qualitative research, and the domain of investigation [74]. Meetings were organized in the various schools in collaboration with their principals to brief the teachers, seek their consent, and recruit participants for the study. Two participants were recruited from each school, resulting in 12 from junior high schools and 14 from high schools, giving a total of 26 participants. This was consistent with the research paper [74] on the required number of participants in a qualitative study, which suggested 20–60 participants. This improved the study’s credibility and dependability. The volunteer teachers gave their phone numbers to ease communication and consented to participate in this study.

Data on every participant cannot be reported in most research investigations. A summary of the key features and descriptive statistics condenses the data [75]. The participants’ demographic characteristics are summarized in

Table 1. Demographic characteristics of the participants (n = 26).

Category	Sub-Category	Frequency (n)	Percentage (%)
Roles of teachers in the school	General education teacher	24	92.30
	Reading/math teacher	2	7.70
Grades taught by teachers	Grades 7–9	12	46.20
	Grade 10	12	46.20
	Grade 12	2	7.70
Teachers’ years of teaching experience	5–9	24	92.30
	10–14	2	7.70
Platform of teaching during COVID-19	Mostly in face-to-face classrooms	24	92.30
	Mostly in an online classroom (Google Classroom)	2	7.70
Teachers’ level of education	Bachelor	26	100.00

.

From the demographic section of this paper, most participants were general education teachers who primarily taught in grades 7–9 and grade 10. All held Bachelor’s degrees, indicating they possessed some pedagogical knowledge related to the concept under investigation. Most teachers who taught during the COVID-19 pandemic had between 5 and 9 years of experience. Despite teaching during the pandemic, they mostly used face-to-face classrooms, suggesting that in Liberia, many schools adhered to social distancing guidelines and continued with in-person learning, as in most developing countries [16].

3.3. Data Collection and Instrumentation

Using the interview guide (see Supplementary Material S3. Interview guide), the study obtained rich qualitative data [76]. The semi-structured interview guide was developed using information from the literature review, framed in line with the framework for the qualitative semi-structured interview approach provided by [77], and cross-checked by five lecturers in the department of education at the researcher’s university, including the two supervisors. This guide assisted the study in obtaining in-depth lived experiences on the concept under investigation [76]. The interview guide was divided into two sections: four questions about the idea being studied in (B) and five questions about demographic features in section (A). The interview was conducted from February to April 2025.

The day, location, and time of the interview were scheduled and confirmed using the phone numbers that the participants willingly supplied during the briefing sessions. The interview sites were set up in the principal’s offices at each school early in the morning before classes began. To provide the teachers with a peaceful and new memory at that early hour of the day, this time and location were set up in cooperation with their principals. The average duration for each interview was 69 min. The data was collected attentively as participants explained their lived experiences of the phenomenon under investigation to establish their respective responses [78]. After the collection, the responses were read to the participants for confirmation to ensure credibility. This, in turn, increased the dependability of the data collected and thus the credibility of the study.

3.4. Data Analysis

The data were analyzed using the broad hermeneutic phenomenological approach to interpret the lived experiences, with assistance from reflective thematic analysis (RTA). RTA analyzed the data collected in section B, following the framework presented by [26]. Unlike deductive thematic analysis (DTA), where the researcher seeks to maintain rigor by applying fixed, predefined codes [25,79], RTA breaks down and brings out in-depth meaning from the data collected in line with the lived experiences of the phenomenon under investigation [26]. This framework was essential to align the data analysis systematically with the interpretive philosophy of the design. It allowed the responses to be carefully examined first, identifying and pinpointing important ideas or patterns, thereby giving rise to themes. Smaller details that fit under these themes were identified as sub-themes and, subsequently, the respective codes [26].

There were no fresh themes, sub-themes, and codes emerging at the 23rd participation. Saturation was noticed at this point. To ensure there were no noteworthy new emergent concepts, three more interviews were done with P24, P25, and P26. This was to verify the conclusion of data collection. In qualitative studies, data saturation is the moment at which participants can no longer provide fresh knowledge [5]. Failure to achieve data saturation may have an impact on the study’s credibility and research quality [6].

After this, the hermeneutic concept of interpretation was employed to understand the fundamental truth and clear meaning of the responses. The RTA served as a methodological bridge between the thematic classification of themes, sub-themes, and codes, and the in-depth lived experiences, bringing to light the stage of this sustainability. This was established using the frequency count to determine the weight of the occurrences.

The framework of Braun and Clarke, respecting the six-step process, was strictly followed by the researcher.

• Familiarization. The researcher read the responses several times to understand their lived experiences.
• Generating initial codes. The researcher identified and systematically labeled key ideas or phrases (codes) of the responses to the various interview questions.
• Searching for themes and sub-themes. The researcher gathered coherent patterns of codes with similar meaning to generate sub-themes. These sub-themes were later coherently grouped, respecting patterns of occurrence with similar meaning-generating themes.
• Reviewing the themes. To ensure some accuracy, the researcher cross-checked the themes against their sub-themes and codes, respecting their boundaries to ensure they were perfectly fitted in their various groups.
• Naming and defining. The names of the themes and sub-themes were clearly defined to represent the story of the lived experiences.
• Report production. Lastly, the researcher analyzed the ideas behind interpretive groupings, generating a reflexive report supported by corresponding quotes for better comprehension.

The analytic phase of the study went from May to August 2025. The study was unable to use qualitative analysis software applications due to the weak, sporadic internet and power supply in Liberia, which constantly disrupted the installation. To instill reliability, rigor, and transparency in the analysis, the study used a manual traditional method, complemented by Microsoft Excel data management.

A table was created, including themes, sub-themes, codes, their frequencies, and the corresponding responses (see Supplementary Table S1. Table of themes, sub-themes, codes, frequencies, and corresponding responses).

3.5. Research Trustworthiness

The trustworthiness of this research was established by incorporating the criteria of [80,81]. These criteria included dependability, confirmability, and transferability, which are for qualitative work.

Credibility and reflexivity. Recognizing that they were both educators and international researchers, with extensive experience in educational administration, the researchers decided to keep this in mind at all times. They deliberately put aside their emotions and experiences to receive new information from the participants [7]. As a result, bracketing was implemented in the study.

Dependability. The thorough documentation of the investigation guaranteed dependability. The study clearly stated in the methodical RTA how the data were collected and how the codes, sub-themes, and themes were developed.

Confirmability. By using the reflexivity practice and deriving conclusions methodically and logically from the data, the study recognized the interpretive role as free from bias (see Supplementary Table S1. Table of themes, sub-themes, codes, frequencies, and related responses; and Supplementary Material S4 Row data).

Transferability. Lastly, the study was made transferable by providing a detailed explanation of the procedure so that future researchers could replicate it.

4. Results

The results are presented in the order of the interview questions. Alphanumeric codes were utilized to ensure the participants’ anonymity. For example, participants 1, 2, and 3 were presented as P1, P2, and P3. This allowed readers to follow the participants’ stories while upholding research ethics.

4.1. Interview Question (IQ.1). What Is Hybrid Classroom Management (HCRM)?

To understand the participants’ understanding of HCRM, research question one was posed. Their responses were analyzed to develop recurring themes, sub-themes, and codes as summarized in

Table 2. Frequency and percentage table related to hybrid classroom management.

Theme	Sub-Theme	Code	Frequency (n)	Percentage (%)
Hybrid classroom management.	Combining and balancing online and face-to-face skills.	Balancing online and face-to-face skills.	5	17.86%
		Combining online and face-to-face skills.	8	28.57%
	Increase comprehension.	Increase students’ comprehension.	4	14.29%
		Others.	6	21.43%
	Teaching and learning.	Method.	4	14.29%
		Others.	1	3.57%
Total.			28	100.00

.

4.2. Interview Question (IQ.2). How Do You Conceptualize Success in Hybrid Classroom Management?

This interview question (IQ.2) was posed to understand how participants conceptualized success in hybrid classroom management. Their responses are summarized in

Table 3. Frequencies and percentages table of codes, sub-themes, and themes related to success in hybrid classroom management.

Theme	Sub-Theme	Code	Frequency (n)	Percentage (%)
Success in hybrid classroom management.	Combination of both.	Combination of both.	2	5.56%
	Discipline, teaching, and learning.	Discipline.	4	11.11%
		Teaching and learning.	3	8.33%
	Do not offer hybrid teaching and the reasons.	Do not offer hybrid teaching.	8	22.22%
		Reasons/lack of resources/others.	19	52.78%
Total			36	100.00%

.

4.3. Interview Question (IQ.3). From Your Own Point of View, What Are Some of the Important Aspects of Hybrid Education?

To understand the conceptualized importance of hybrid education, interview question three (IQ.3) was asked.

Table 4. Frequencies table of codes and themes related to the importance of hybrid education.

Theme	Sub-Theme	Code	Frequency (n)	Percentage (%)
Importance of hybrid education.	Complementary to one another.	Access.	4	6.35%
		Assist one another.	3	4.76%
	Contingency planning.	As a fallback.	3	4.76%
		Continuation.	4	6.35%
	Ease adaptation and accommodation.	Accommodation.	11	17.46%
		Adaptation.	9	14.29%
	Equilibrium life and Flexibility.	Equilibrium.	2	3.17%
		Flexibility.	8	12.70%
	Long-term benefits.	Others.	2	3.17%
		Skills.	8	12.70%
	Teaching and learning advantages.	Availability of materials.	1	1.59%
		Varieties of approaches.	8	12.70%
Total.			63	100.00%

summarizes the themes, sub-themes, and codes presented.

4.4. Interview Question (IQ.4). Can You Give Some Suggestions on How to Improve Hybrid Classroom Management Sustainability in Your School and Liberia as a Whole?

Interview question four was posed to gather suggestions on improving the sustainability of HCRM in Liberia’s junior and high schools. A summary of their responses is presented in

Table 5. Frequency table of codes and themes related to the improvement of hybrid classroom management sustainability.

Theme	Sub-Theme	Code	Frequency (n)	Percentage (%)
Improve on hybrid classroom management sustainability.	Availability and utility of materials.	Availability of materials.	21	35.00%
		Utility of materials.	5	8.33%
	Teaching and learning.	Communication.	2	3.33%
		Motivation.	5	8.33%
		Planning.	3	5.00%
		Skills.	2	3.33%
	Training.	Online and others.	14	23.33%
		Training schools.	4	6.67%
		Workshops and seminars.	4	6.67%
Total			60	100.00

.

5. Discussion

5.1. IQ1. What Is Hybrid Classroom Management?

The purpose of this interview question was to get the participants’ understanding of hybrid classroom management (HCRM). It was evident that the concepts of HCRM were comprehended.

5.1.1. Conceptualization of HCRM

As presented in Table 2, the sub-theme “combining and balancing online and face-to-face skills” had the highest count, n = 13 (46.43%), revealing the understanding of HCRM as a technical synthesis of the two distinct skills. The code “combining online and face-to-face skills” with a count of n = 8 (28.57%) was the most cited. This showed the understanding of HCRM as integrating both face-to-face and online CRM skills [23,82]. This view aligns with the idea of this Special Issue, which explores innovative teaching as a novel classroom management (CRM) skill that diverges from traditional CRM to develop a new pedagogical skill in a hybrid setting.

P14: “HCRM is using both online and face-to-face CRM methods simultaneously.”

P25: “HCRM is using the CRM skills of online and in-person to assist student in understanding their lessons in both settings.”

The code “balancing online and face-to-face skills” was also significant, with a count of n = 5 (17.86%). The high frequency of this code also indicated the importance of harmonizing the two learning environments while respecting their unique identities. The concept of balancing is significant in sustaining the shift, as the perpetual use of a single setting indicates a lack of sustainability.

P4: “HCRM is when a teacher successfully balances online and face-to-face CRM skills in handling a hybrid setting.”

5.1.2. Linking the Pedagogical Practice to SDG4

The presence of the code “increase students’ comprehension” with a frequency of n = 4 (14.29%) within the sub-theme “Increase comprehension” indicated that the findings linked the HCRM concept directly to the quality education aspect of SDG4. The understanding of sustaining HCRM skills of the findings was not solely technical but also student-centered, as it could conceptualize the HCRM pedagogical approach to the improvement of students’ academic performance across the various settings.

Since the findings indicated sound knowledge of sustainable HCRM, it was evident that its contributions can advance sustainable hybrid education in Liberia. This is paramount when exploring the recommendations on sustaining the HCRM competencies.

5.2. IQ2. How Do You Conceptualize Your Success in Hybrid Classroom Management?

The purpose of this interview question was to elicit the perception of success in hybrid classroom management. This was an excellent question to evaluate how successful the sustainability of HCRM was. This question’s examination revealed a substantial implementation gap, which guided the answers to this work’s main goal.

5.2.1. The Absence of HCRM Practices

The findings indicated the major barrier to the sustainability of HCRM. The majority of teachers did not have the chance to teach in a hybrid setting, and they could not address success in hybrid classroom management. As presented in Table 3, some participants highlighted the abilities required for successful hybrid classroom management. The findings were essential to the investigation’s central concept. The most prevalent sub-theme, “Do not offer hybrid teaching and Reasons,” with a count of n = 27 (75.00%), indicated a significant and widespread problem as reported by P2 and P4.

These results suggested instructors had a conceptual knowledge of HCRM, as presented in interview question one. They had not been allowed to put such understandings into practice in most schools, due to the failure of the institutional structure. This directly influenced the heart of the research on sustaining the shift, as it indicated that the transition has not been fully implemented at most of these private schools.

P2: “I do not offer Hybrid education because of a lack of gadgets to conduct online classes.”

P4: “I do not offer online teaching due to a lack of infrastructure to accommodate this system.”

This result was consistent with studies on the use of instructional technology in developing nations. A study on the sustainability of hybrid learning in Uganda by [44] postulated that the main obstacle was not the incapacity of teachers, but rather the absence of formal school-led programs and the required technological infrastructure, as also indicated in Table 2. This directly jeopardized the sustainability of the shift and the implementation of SDG4 in Liberia.

5.2.2. Pedagogical Competence

Even though the majority of the respondents did not offer HCRM, a small portion had some practical experience using hybrid features, according to the sub-theme “discipline, teaching, and learning”, with a count of n = 7 (19.44%), which was very significant for this study.

The codes related to the sub-theme indicated that success in sustaining HCRM was all about the ability to use effective institutional strategies and maintain discipline across the two settings. These findings were consistent with the authors of [23,28,83], who noted that the most crucial elements for successful learning outcomes in limited-resource environments are teacher competencies that integrate discipline and instructional strategies, regardless of the technology platform.

P1: “Discipline is the most challenging aspect in CRM. I am successful in HCRM because I apply discipline in both online and in-person classrooms.”

P3: “I utilize classroom management technologies so that I can keep an eye on the actions of pupils in direct view, block websites that aren’t approved, and enforce regulations that help kids stay focused. …… I am, therefore, good at managing hybrid classrooms.”

The findings demonstrated some knowledge of success in HCRM by indicating the application of innovative and adaptive institutional approaches, such as hands-on activities and the integration of games in a hybrid environment to control attention and motivate students’ engagement (P8, P25). The practical application of these approaches highlighted the pedagogical skills that can be applied when provided with the necessary digital didactic materials.

P8: “I am successful in HCRM. This is because I use different teaching methods on the various platforms. With online, I usually bring in games. To keep the students in the lesson since I am with them. This gives me an attentive environment for learning and assimilation of the material taught.”

P25: “I am successful in HCRM because I apply hands-on activities in my teaching method in both settings. Online, I look for educational games that students mostly like. Then, with face-to-face, I provide activities that are competitive in groups. Students like competing, you know?”

It was evident that the findings showed the pedagogical abilities required for innovative teaching to sustain the HCRM competencies. Grading the responses on HCRM success and the sustainability of the shift was now a challenging task. As a result, rather than being seen from the internal perspective of a lack of instructional expertise, this was seen from the external perspective of a lack of support from institutions and infrastructure.

5.3. IQ3. From Your Point of View, What Are Some of the Important Aspects of Hybrid Education?

This interview question was designed to capture the perceptions of the value of hybrid education. The potential of hybrid education to sustain learning during pandemics and disasters was acknowledged.

5.3.1. Adaptability and Accommodation for Sustainable Education

Table 4 indicates “ease of adaptation and accommodation” as the sub-theme with the highest count, n = 20 (31.75%), with codes “adaptation” n = 9 (14.29%) and “accommodation” n = 11 (17.46%). This portrayed the importance of hybrid education as being flexible. The study indicated that the flexibility aspect of hybrid education was important for sustainable hybrid education and inclusive pedagogical practice, a key factor of SDG4 [8]. The study revealed how the hybrid curriculum meets a variety of students’ requirements and learning capacities, which is important for raising students’ academic achievement, as highlighted by participants P7 and P19.

P7: “It is important because its accommodative and adaptive nature boosts students’ confidence by giving a chance to students who are shy during in-person lessons.”

P19: “Its adaptive and accommodative nature favors students with disabilities. Its flexibility permits students to take lessons from the comfort of their homes.”

This finding was supported by [9], which stipulated that adaptation and accommodation are important aspects of hybrid education. This viewpoint was also consistent with the authors of [10], who stressed that teachers’ and students’ flexibility and adaptability are required for successful sustainability in HCRM. The participants’ opinions on this crucial component of sustainable hybrid education confirmed that this innovative approach improves social equity in education.

5.3.2. System Resilience and Contingency Planning

The ability of hybrid education to promote educational resilience was demonstrated by the considerable count of the sub-themes “contingency planning”, n = 7 (11.11%), and its codes “as a fallback”, n = 3 (4.76%), and “continuation” n = 4 (6.35%). The new model was recognized for preventing educational disruptions during pandemics, earthquakes, etc., by providing a long-term learning framework.

P18: “That is, teachers can now have access to their students from their homes or offices through online lessons. In times of trouble like strikes, shutdowns, etc., continuity of education is guaranteed.”

P23: “It is important because it provides a platform for a fallback in case there is another pandemic or epidemic. It also offers flexibility.”

It was apparent that the respondents realized the need to sustain this new model of education. According to [11,12], the pandemic exposed the shortcomings of the conventional educational system, calling for the implementation of a strong, long-lasting hybrid model.

5.3.3. Pedagogical Skill Improvement and Long-Term Skills

The codes “varieties of approaches” n = 8 (12.70%) and “Availability of materials” n = 1 (1.59%) were developed under the sub-theme “teaching and learning and advantages” with counts of n = 9 (14.29), and the codes “skills” n = 8 (12.70%) and “others” n = 2 (3.17) were developed from the sub-theme “long-term benefits” with a large count of n = 10 (15.87%), showing that the participants understood the new model’s role in enhancing the development of modern skills for both students and their instructors.

The responses from P12 and P20 discussed a “variety of approaches” in line with the goals of this Special Issue, which focuses on innovative teaching.

P12: “Hybrid education makes it easier for both teachers and students to have a variety of approaches to teaching and for students to learn, respectively.”

P20: “It provides a variety of approaches conducive for lecturers to use and students to study. With this, both teachers and students have the chance to develop various skills.”

Considering the idea of “skills,” P9 and P11 indicated an interest in acquiring digital skills. These skills are crucial in the 21st century [13] and a major component of the workforce for the sustainability of hybrid education.

P9: “It allows greater flexibility, boosts the acquisition of digital skills, and its nature of accommodation and adaptation helps support both online and in-person students at the same time.”

P11: “Hybrid education brings in a variety of approaches to be used by teachers in their lessons. This permits the teachers to develop more skills in teaching.”

5.4. IQ4. Can You Give Some Suggestions on How to Improve Hybrid Classroom Management Sustainability in Your School and Liberia as a Whole?

The fourth interview question was the last one used to get ideas on how to make HCRM more sustainable in Liberia’s junior and high schools.

5.4.1. Infrastructural Improvement to Enhance HRCM Sustainability

As indicated in Table 5, the sub-theme “availability and utility of materials” had the highest count, n = 26 (43.33%). With n = 21 (35.00%), the code “Availability of material” under this sub-theme had a significant count. This was connected to the second interview question, which highlighted the problem of the digital divide. The findings established that the availability of digital didactic resources will improve the sustainability of the shift. The study established that the government’s action in tackling this issue, along with the provision of steady electricity and strong internet, will significantly enhance the sustainability of the shift to HCRM. Participants P3 and P4’s presentations demonstrated this.

P3: “The government should improve the quality of the internet and power supply in the country, and subsidize teachers to get laptops. …… This will improve on HCRM and sustain the new system.”

P4: “Hybrid education requires a good quality of internet. So, if the government can make the internet available, it will improve on this system. Schools should provide digital gadgets and motivate teachers by giving them data allowances to teachers. This will improve on this new model, and its sustainability will be feasible.”

A study by [14,15] strongly supported this viewpoint, revealing that even highly qualified educators struggle to execute hybrid classroom management successfully when faced with inadequate resources. This implies that, to sustain the shift to HRCM in Liberia’s junior and high school systems, there should be an equitable distribution of digital resources.

5.4.2. Structured Training and Policy for Capacity Building

The sub-theme “Training” was the next significant count, n = 22 (36.67%). The findings solicited a clear policy on capacity building, especially through the codes, “Online and others”, n = 14 (23.33%), “Training schools”, n = 4 (6.67%), and “workshops and seminars”, n = 4 (6.67%).

The findings highlighted the role of HCRM incorporation into the curriculum of Liberia’s teacher training. Additionally, it stipulated that regular workshops for in-service teachers would provide more advanced knowledge in sustaining HCRM. SDG4’s call to action, targeting 4.c, which highlighted an increase in the number of certified teachers, was directly linked to the latter [8]. The recommendations made by P1 and P12 made these clear.

P1: “I believe that to best this improved hybrid education and HCRM institutions providing digital gadgets to teachers, training on online classroom management, will develop online classroom management skills and sustain its application.”

P12: “The Ministry of Education has to provide its schools with digital gadgets such as laptops for teachers and also training on how to use them for online lessons.”

The study advocated for integrated training and seminars that would provide instructors with the necessary HCRM abilities [16] to support innovative teaching while sustaining the novel model.

5.4.3. Institutional Motivation and Planning

The findings revealed “Planning” n = 3 (5.00%), one of the codes related to the sub-theme “Teaching and learning”, with a count of n = 12 (19.99%). It suggested institutional planning should incorporate digital activities necessary for the long-term sustainability of the shift. Participants P19 and P7 suggested incorporating online activities into the school programs.

P19: “Schools plan activities; most have online activities. This will improve on hybrid education and HCRM.”

P7: “Teacher training schools have to train on how to use these materials in online classes, and plan the activities in the schools in such a manner that online activities are present. This will improve and sustain hybrid education and HCRM.”

The code “motivation” had the count of n = 5 (8.33%). Participants P20 and P5 stated that salary increments and allowances were a vital component in sustaining hybrid education in Liberia due to the limited resources.

P20: “Institutions should motivate teachers with free internet on campus, and provide some allowance that will permit them to get data to work at home.”

P5: “The institution has to provide laptops to teachers, provide training on how to use them to teach online, and provide data to motivate them. This can sustain this model.”

All things considered, the teacher’s suggestions on the action plan help policymakers and educational stakeholders address SDG4 by offering answers to the sustainability of the HCRM.

5.5. Discussion on Key Findings

5.5.1. Sustainability of the Shift and Some Related CRM Theories

It was important to connect some CRM theories to the debate of the shift’s sustainability. According to the study, only one theory demonstrated some features of sustainability for HCRM. The other two theories (cognitive and connectivism) indicated gaps to be addressed for the sustainability of the shift to be realized.

Sustainability of Pedagogical Shift Connectivism

The study’s consistent reference to digital engagement was consistent with connectivism since learning takes place within the distribution of a network. The aspect of connectivity was related to the high cost of the internet, and the intermittent electricity and internet supply. In this technological age, technology has made it easier for students to engage with one another and with instructors [51]. Additionally, the synchronistic relationship between in-person and virtual learning settings introduces the concept of connectedness. Last but not least, the link between different educational environments fosters personal development of skills. Connectivity is crucial in a hybrid classroom because it helps learners and educators acquire the technological skills necessary to evaluate the vast amount of online material [54,55]. Unfortunately, the findings revealed the infrastructure gap that harms the sustainability of the shift.

Cognitive Load and Infrastructure

Human thought processes, which are crucial to learning, are the subject of the cognitive learning theory [17]. Both students and teachers are under mental strain due to the intermittent nature of electricity and internet availability. According to [1], learners can exert greater control over their thought processes as they become more aware of how their thinking influences their behavior and learning. This is accompanied by a certain amount of stress that puts mental health at risk. According to cognitive theory [57], external and internal factors influence learning. Therefore, institutions must enhance their infrastructure to lessen this cognitive strain, thus improving the sustainability of the shift to HCRM.

Humanism

HCRM in the post-COVID-19 era in Liberia is not just a technical shift but also a humanistic one. The teachers ensured the sustainability of HCRM remained inclusive and student-centered. This was done by prioritizing the learner’s social and emotional needs. This was evident in the findings, with motivation, encouragement, and flexibility noted. Developing oneself is a central concept in humanism [63]. In the context of humanism, the study revealed a significant advancement in sustaining the shift to HCRM.

5.5.2. Other Discussion on Key Findings

The study established a critical sustainability gap in the practical implementation of hybrid classroom management (HCRM) post-COVID-19. This sustainability gap was revealed by the following:

Non-Structured Institutional Policy

The findings revealed that there was no formal, structured policy for the implementation of HCRM [18], which rendered the sustainability of the shift fragmented and vulnerable. The efforts to sustain HCRM all rested on the shoulders of the teachers, giving it a higher chance of collapsing [19].

Deficiency of Resources

Limited resources and the inability to implement HCRM [13,20,21] resulted in the non-sustainability of HCRM skills. The findings revealed that the shortage of digital devices and the sporadic electrical and internet supply highly contributed to the non-sustainability of the shift.

Pedagogical Potential Unrealized

The results showed that while components of continuity of learning and the enhancement of pedagogical abilities were crucial, there was a deficiency in professional development that focused on practical instructional skills for a hybrid environment [21]. This revealed the values in HCRM skills, but could not be effectively executed.

Intersecting Contextual Factors

Overlapping contextual factors, such as gender, subject taught, and geographical location (rural and urban), might affect the sustainability of HCRM skills.

Teachers in STEM (science, technology, engineering, and mathematics) typically use hybrid technologies for visual stimulation and motivation [22]. Hybrid applications are frequently perceived as document-sharing tools for humanistic instructors (literature, English language, history, etc.) [23,24]. Since the study examined the shift’s overall sustainability, this was not specifically assessed.

Another important consideration is geographic location. The findings revealed a large digital divide throughout the nation, even though this survey was based in the urban and rural terrain of Monsterrado. The sustainability of the change was costly and practically impossible in Liberia’s rural areas because of the scarcity of internet and energy. By doing this, it jeopardizes the long-term viability of the transition outside of metropolitan areas.

In fact, the gender aspect of this study was not included in the demographic description. The gender domestic role in the Liberian context can influence the assessment of the shift. In this light, further research can conduct comparative studies on the sustainability of HCRM, considering the variables of gender (male and female), subject taught (STEM/humanities), and geographical location (urban and rural).

5.6. Discussion on Lived Experiences of Educational Sustainability and the Design Framework

5.6.1. Methodological Integration of Hermeneutic Phenomenological Design

Understanding the interconnection between lived experiences with the socioeconomic and environmental components of sustainable HCRM was fundamental in assessing the sustainability of the shift. Here, the researcher chose the HPD, which was suitable in this context, as it extended beyond the deductive thematic analysis approach of assessing the sustainability [25] to a reflexive thematic analysis approach that explored the in-depth meaning of the lived experiences of the teachers [26,27]. This created a pathway to identify non-sustainable practices of HCRM. The study solicited policies of long-term educational changes that are practical and socially relevant to sustain HCRM skills.

5.6.2. Educators’ Skills and Institutional Inequity

The lack of institutional policy relating to HCRM [18,21] automatically imposed on educators the burden of sustaining their HCRM skills. The system intentionally neglected the moral and professional capacity of its educators by failing to provide them with digital tools and organizational assistance. This disregard of human capital was a key flaw in the sustainability of HCRM skills.

5.6.3. No Link Between Pedagogy and Practice

It was evident from the findings that, even though instructors had the skills of HCRM, the practical implementation was not realized due to the lack of digital devices, institutional policy, and the sporadic internet and electrical power supply [21].

5.6.4. Poor Educational Quality (SDG4)

The findings revealed that the achievement of SDG4, quality education, was compromised. HCRM skills were essential to quality education and its continuity in times of crisis. The lack of adequate institutional policies, infrastructure, and qualified instructors demonstrated the short-term viability of SDG4.

The UN SDG4a indicated the importance of infrastructural development in sustaining quality education [28]. In addition, UN SDG4c called for the supply of qualified educators to ensure the long-term viability of high-quality education. The training of skilled educators with digital pedagogical competency will also contribute to improving sustainability [8]. This indicates that the sustainability of HCRM skills leads to the sustainability of UN SDG4.

For the MoE in Liberia to sustain the path towards equitable, inclusive, and quality education, it should prioritize reliable internet, electricity, and quality teachers. This will act as a systematic, solid foundation for disaster-resilient educational facilities. If not, the shift to a hybrid model will remain as a temporary response to crises such as pandemics, Ebola, earthquakes, etc., in Liberia.

5.7. Limitations of the Study

Although this study sheds light on the sustainability of HCM in Liberia after COVID-19, it is important to recognize a number of its shortcomings.

Firstly, self-assessment served as the study’s foundation. Although the study was based on a hermeneutic phenomenological approach, participants may overestimate or underestimate their lived experiences that contribute to their competencies. The results reflect the teachers’ perspective rather than an objective assessment of classroom activity because no further data-gathering techniques, such as documentation and observation, were employed.

Secondly, the results might not accurately represent the findings from government and community schools because they were derived solely from Liberia’s private schools in Monsterrado County.

Finally, as the technological landscape is changing quickly, the study’s conclusions are unique to the pandemic’s recovery phase.

6. Conclusions and Recommendations

6.1. Conclusions

This study revealed significant aspects related to the sustainability of the shift to hybrid education, hybrid classroom management skills, and information on SDG4 from the viewpoint of Liberian junior and high school teachers. The study suggested how to sustain the shift to hybrid education in Liberia.

The findings showed some understanding of the concept of hybrid classroom management. It revealed that a strong teacher–student relationship encourages a positive learning environment and thus maintains discipline [11,29,30]. The findings also established that the concept of hybrid classroom management is not just about applying the face-to-face skills in an online lesson [10,11,31,32]. It also presented flexibility skills as significant during this era of hybrid education [12].

With the global issues such as pandemics, epidemics, and climate change, the significant frequency of hybrid education as a means of contingency planning in education, as shown by the findings, shows that sustaining the shift to hybrid education is an alarming aspect in this era [12]. This research work brought to light the concept of shared participation between the teachers and the stakeholders in sustaining the shift, to guarantee a stable educational system [33,34,35].

Limited digital infrastructure, sporadic supply of internet and electrical power, the absence of a structured official hybrid policy in schools, and insufficient professional development all stood as significant gaps in sustaining the shift. Most schools lacked the infrastructure for this hybrid approach, participants lacked the training, and they lacked the devices required to teach online [36,37].

These challenges showed that the “Sustained Shift” was difficult due to the lack of necessary institutional policies and frameworks for resources [38,39]. The findings established that without a comprehensive strategy involving institutional leadership and investment, the chance of pedagogical and technological advancement to sustain HCRM may not be fully attained [38,39,40,41]. This concept of discussion was in line with the literature that sustaining the shift was not just the teacher’s effort [37,40,42]. The study solicited the Ministry of Education, stakeholders, and lawmakers to spearhead the recommendations [36].

6.2. Recommendations

From the findings, it was clear that to sustain HCRM in Liberia, several strategies have to be put in place.

6.2.1. Clear and Actionable Policies

The results recommended that educational stakeholders and the Ministry of Education in Liberia, in particular, should spell out explicit procedures and policies related to the sustainability of the shift to hybrid education. The findings exposed that there was no clear policy in place for this purpose. Innovative teaching techniques can be fully integrated into educational practices and approved by leadership. This can be used to inform instructional decision-making by implementing a comprehensive education for sustainability strategy [43]. This tactical approach is essential to fostering systemic change and avoiding the sustained shift from becoming a fragmented, irregular undertaking.

6.2.2. Prioritize Investment in Infrastructure

The study clearly stated the shortage of digital gadgets, power, and internet supply, which acted as the main obstacle to the sustainability of HCRM. It was recommended that policymakers in Liberia raise funds to solve this issue. It is difficult to implement online or hybrid learning if these basics are not achieved [15,36,44]. In the presence of pedagogical skills, the success of educational models depends on the availability and good functional state of the technical infrastructures [37,44].

Green Classrooms Infrastructure Grant. To address the chronic sporadic nature of electricity supply, a green classroom infrastructure policy is recommended. Grants for small-scale solar power for schools will ensure the smooth learning process during electricity outages. This will contribute to the sustainability of HCRM skills.

Negotiation of National E-data. Since the findings indicated the high cost of internet in Liberia as a significant barrier to the sustainability of the shift, the Ministry of Education should negotiate a National E-data plan for teachers and authorized educational settings with companies such as Liberia Lone Star MTN, Orange Liberia, and Liberia Telecommunication. The negotiations can lead to Education Data Bundles that ensure the sustainability of the shift.

6.2.3. Implementing Targeted Professional Development

The study indicated the need for formal training on this new digital concept, emphasizing the need for continuous upgrading. In this light, the findings recommended that professional training programs should be put in place by the educational stakeholders to concentrate on the practical part of this new paradigm, such as instructional skills in a hybrid environment, rather than just mere technical skills [37,44]. Since active learning deals with problem solving and critical thinking, such a program will assist teachers in acquiring the skills on how to use technology for these purposes [42,44]. This meets the global demands to equip educators with the skills they need in this evolving era [45,46].

A Certificate of Digital Competence (CDC) should be introduced to crown it all. The MoE in Liberia should mandate teachers’ training centers and colleges, both private and public, to incorporate the Digital Competence Module into their curricula. It should be implemented as an ongoing professional development assessment with a national standardized examination for a CDC in this rapidly evolving era.

6.2.4. Foster Collaborative Learning Communities

The Ministry of Education should create collaborative learning communities so that educators from various schools can get together once a month or so to discuss their experiences with this new approach. This will accelerate peer collaboration and enhance the understanding of how to manage a hybrid setting. Teachers will be able to address issues together, exchange good skills, and adjust to this novel educational setting using this platform [37,47]. This collaborative approach is one significant factor of the resilience of an educational system, which can significantly improve on this new model [37,47]. As educators freely interact with one another, challenging and learning from one another, these educators can readily acquire the skills necessary to sustain this shift. When this is done, it will ensure some equity in education, as it can result in students everywhere having quality education satisfying the SDG4 objectives [37,40,44].

6.2.5. Future Research

Future studies should look into the long-term effects of particular policy changes, as well as effective, reasonably priced technology solutions for classroom management in comparable settings [19].

For evaluating the sustainability of HCRM after the COVID-19 pandemic, studies utilizing various data collection techniques, such as observations and documentation, are equally pertinent.

Nonetheless, quantitative techniques can be used to examine variables such as gender (male and female), geographical landscape (urban and rural), types of schools (public and private), and types of subjects taught (STEM and humanities) to determine whether the findings would correlate. This would also advance a more thorough understanding of how to create an educational system that is genuinely robust, equitable, and ready for a sustainable future in a hybrid model, while adding to the literature on UN SDGs in resource-constrained nations.