HyFlex Engagement, Digital Divide Indicators, Digital Wellbeing, and Academic Resilience: A Serial Mediation Model for Equitable Flexible Learning in Post-Pandemic Higher Education
Acceptance: 01/08/2026
Published: 28/09/2026
Abstract
The quick uptake of Hybrid-Flexible (HyFlex) learning modalities in 2026 has brought up important issues regarding student achievement, equality, and wellness in higher education. This study investigates the connections between academic resilience, digital wellbeing, digital divide indicators, and HyFlex involvement in Indian higher education settings. We examine whether digital wellbeing and digital divide indicators serially moderate the connection between academic resilience and HyFlex engagement using a cross-sectional survey design with 892 undergraduate students from six universities. According to structural equation modeling, academic resilience is favorably predicted by HyFlex participation (β = 0.41, p < 0.001). Both digital wellbeing (indirect effect = 0.15, 95% CI [0.10, 0.21]) and digital divide markers (device availability, internet quality, digital literacy) somewhat mitigate this association (indirect effect = 0.18, 95% CI [0.13, 0.24]). Additionally important was a serial mediation pathway: Higher academic resilience → improved digital wellbeing → decreased impact of the digital divide → HyFlex engagement (indirect effect = 0.11, 95% CI [0.07, 0.16]). The paper presents the Equitable HyFlex Framework (EHF), which provides evidence-based recommendations for creating adaptable learning environments that address digital injustices and welfare issues while fostering resilience. There includes discussion of the implications for Global South governments, institutional leaders, and instructional designers.
Keynote: HyFlex engagement, digital divide, digital wellbeing, academic resilience, equitable learning, post pandemic education, higher education India
Author Name:
Shaveta Chauhan
Pages:
224-233
DOI Number:
10.5281/zenodo.23021312
Country:
India
Orcid:
Full Article
Reference
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Writer Name
Shaveta Chauhan
Pages
224-233
DOI Numbers
10.5281/zenodo.23021312
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