Hybrid Learning for Enhanced Acquisition of Transversal Competencies in Higher Education

Blended higher education involves both face-to-face and online learning, which implies the use of educational technologies in the teaching-learning process. It provides multiple advantages in terms of access to and appropriation of knowledge and the development of students' competencies. Educational technologies offer an environment and digital tools that enable the acquisition of disciplinary and transversal competencies to promote creativity and collaboration among students and facilitate access to the labor market. However, the acquisition of transversal competencies presupposes an adapted pedagogy to the specific needs of students. The aim of this quantitative study is to identify the relationship between university hybrid learning and the acquisition of transversal skills. A questionnaire reflecting learning practices was distributed to students at the Faculty of Education in Rabat, and a correlational analysis was carried out between the learning practices in hybrid courses and mastery of transversal competencies. The results revealed that hybrid learning optimizes the acquisition and development of transversal skills, and a positive and significant causal relationship exists between hybrid courses and mastery of these competencies. As a result, our work can contribute to innovate university teaching practices and optimize the educational system’s performance. Keywords: Hybrid learning, Learning practices, Educational technologies, Educational innovation, Transversal competencies