Hybrid learning (HL) has become a significant part of the learning style for the higher education sector in the Sri Lankan context amidst the COVID-19 pandemic and the subsequent economic crisis. This research study aims to discover the effectiveness of hybrid learning (EHL) practices in enhancing undergraduates’ outcomes in Sri Lankan Higher Educational Institutions (HEIs) management faculties. The data for the study were gathered through an online questionnaire survey, which received 379 responses. The questionnaire contained 38 questions under four sections covering independent variables, excluding demographic questions. The results indicate that hybrid learner attitude, interaction, and benefits of hybrid learning positively impact the effectiveness of hybrid learning. The results remain consistent even after controlling for socio-demographic factors and focusing only on students employed during their higher education. The study concluded that employed students have a higher preference for the effectiveness of hybrid learning concepts, and the benefits of hybrid learning play a crucial role in enhancing the effectiveness among undergraduates. The study analyzes COVID-19’s impact on higher education, proposing hybrid learning and regulatory frameworks based on pandemic experiences while stressing the benefits of remote teaching and research.

In the perspective of this article, the intercultural influences are viewed through the lens of educational benefits likely to be acquired by students following international socio-educational exchange programs. A model analysis is proposed based on these benefits on students majoring in economic areas, and it has been based on the perspective of influences through education and interaction with different cultures as compared to those of which the individual belongs to, respectively social influence. The research carried out was based on the observations made throughout a five-year period, between 2013 and 2018, regarding the evolution of students participating in the Erasmus programs. The analysis of the international socio-educational experience of people who studied abroad at a foreign university for a certain period of time was the starting point to design a research methodology so that the proposed topic could be investigated by collecting, structuring and analysing qualitative data, considering the fact that qualitative data will allow the discovery of associations of features, respectively of the benefits of personal experiences, which can only be analysed and perceived through the lens of points of view of those who experienced them. The qualitative research included the analysis of students in economics majors participating in the Erasmus program during the academic year 2018–2019 at a small university. The interview technique was used and the processing and interpretation of the data was carried out using software specific to qualitative research. The analysis carried out focused on the identification of complex connections underlying in the answers received from the respondents, answers that allowed the outlining of conceptual maps related to the research objectives. The purpose of the analysis was to underline the intercultural influences as perceived throughout four processes: individual internalization, socialization, individualization and humanization. These influences are revealed by the outcome of the research, that is the five conceptual maps that have resulted. These conceptual maps represent a starting point for future similar researches.

The rapid shift to online learning during COVID-19 posed challenges for students. This investigation explored these hurdles and suggested effective solutions using mixed methods. By combining a literature review, interviews, surveys, and the analytic hierarchy process (AHP), the study identified five key challenges: lack of practical experience, disruptions in learning environments, condensed assessments, technology and financial constraints, and health and mental well-being concerns. Notably, it found differences in priorities among students across academic years. Freshmen struggled with the absence of hands-on courses, sophomores with workload demands, and upperclassmen with mental health challenges. The research also discussed preferred strategies for resolution, emphasizing independent learning methods, managing distractions, and adjusting assessments. By providing tailored insights, this study aimed to enhance online learning. Governments and universities should support practical work, prioritize student well-being, improve digital infrastructure, adapt assessments, foster innovation, and ensure resilience.