The hybrid education competence of educators in the social, healthcare, and health science fields: a cross-sectional study

Abstract

Background

Hybrid education has become a topical issue, and identified as an area for development.

Aim

The aim of this study was to describe and explain educators’ hybrid education competence areas in higher education and the factors associated with these areas.

Methods

The data was collected nationally in Finland using the HybridEduCom instrument (Likert scale 1–5) from social, healthcare, and health science educators (n = 1689) between August and November 2022, with a response rate of 12% (n = 206).

Results

Logistic regression analysis was used to identify the effects of educators’ background factors on the hybrid education competence. Educators rated interaction competence as the strongest (3.15) and digital pedagogical competence as the weakest (2.78). Three clusters of competence profiles—A (an advanced level, 31.1%), B (a good level, 42.2%) and C (a beginner level, 26.7%)—were generated from the data, with a statistically significant difference (p < 0.001).

Conclusions

This study showed that educators need the most support in digital and ethical competences for hybrid education.