EVALUATING TEACHER DIGITAL COMPETENCE AND ADAPTIVE PEDAGOGY IN POST-PANDEMIC HYBRID LEARNING MODELS: A STRUCTURAL EQUATION MODELING APPROACH
Jordan Jordan 
Indonesia 
Abstract
The transition toward post-pandemic hybrid learning has increased the demand for teachers’ digital competence and adaptive pedagogical practices. Despite technological advancements, challenges persist in integrating digital skills with instructional flexibility to ensure effective learning experiences. This study aims to examine the structural relationships among teacher digital competence, adaptive pedagogy, and hybrid learning effectiveness, emphasizing the mediating role of adaptive pedagogy. A quantitative research design employing Structural Equation Modeling with Partial Least Squares (PLS-SEM) is proposed to investigate relationships among the research constructs. Data are collected through structured questionnaires measuring digital competence, pedagogical adaptability, and perceived hybrid learning effectiveness. The proposed structural model suggests that digital competence may contribute directly to hybrid learning effectiveness and indirectly through adaptive pedagogy. Pedagogical adaptability is hypothesized to facilitate differentiated instruction, flexible learning strategies, and responsiveness to students’ diverse learning needs. These relationships require empirical testing to establish their statistical significance and explanatory power. Integrating digital competence with adaptive pedagogical practices offers a promising framework for strengthening post-pandemic hybrid education. The study provides a conceptual foundation for teacher professional development, instructional innovation, and future empirical evaluation of technology-supported teaching effectiveness across diverse educational contexts and settings.
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