HyFlex Learning in Higher Education Across the Global South and Asia: A Systematic Review

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Abstract
The shift to distance learning is the reality of many higher education institutions. The COVID-19 pandemic emphasised to higher education institutions (HEIs) the value of combining several teaching and learning modalities to provide high-quality education to the general public. Numerous studies have been conducted worldwide on blended education; however, the focus has been mainly on alternating online and face-to-face sessions and rarely on concurrently using these two modes of teaching and learning, especially HEIs in the Global South and Asia. This study focuses on the HyFlex learning model, which entails a multimodal delivery solution and approach, providing students with a combination of face-to-face and distance teaching and learning through a mix of contact, online synchronous, and asynchronous classes. Unlike the blended learning model, HyFlex offers students the greatest flexibility to decide and choose their educational experiences, including how, where and when they would like to learn, which may support consistent learning outcomes across different modalities. This review aims to explore the implementation and impact of HyFlex learning in higher education in the Global South and Asia. Through a systematic review, this research examined peer-reviewed papers on HyFlex, published between 2010 and 2024, and sourced from Scopus, Web of Science and ProQuest. The findings highlight the contextual nature of HyFlex and identify research gaps, including the longer-term impact of HyFlex learning approaches. The study advances knowledge on how HyFlex can be successfully implemented in higher education settings in developing countries, thereby meeting the needs of diverse students and providing them with the necessary support.

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