Structural Hybridization of Teaching-Learning Platforms and Its Systemic Influence in (Re)Orienting Working-Students’ Mental Modes for Knowledge Acquisition

This paper examines how structural hybridization of teaching-learning platforms affects working students’ mental modes in acquiring quality knowledge in Ghana. Most universities offer graduate programs for working individuals using a hybrid system that alternates between face-to-face and virtual platforms. Despite its benefits, the hybrid platform’s impact on reorienting working students’ mental modes remains unstudied. Using quantitative and systemic analytical approaches, this study evaluated the cognitive and emotional-motivational complexities involved in knowledge acquisition through the hybrid system. Findings revealed that the hybrid system hindered student-workers’ interaction with lecturers, reducing lecturer visibility and perceived expertise. Additionally, the hybrid system’s inflexibility caused difficulties and discomfort, negatively impacting students’ ability to balance work and studies. It was concluded that the hybrid system limited personal contacts, preventing active learning and collaborative engagement, while also deteriorating students’ physical and mental health due to increased pressures from juggling professional and academic responsibilities.