Challenges Of Implementing Hybrid Learning Strategies For Students With Learning Disabilities In Secondary Schools

Abstract

The rapid shift to hybrid learning has created significant challenges for students with learning disabilities (LDs), yet evidence from the Saudi Arabian secondary school context remains limited. This study investigated the prevalence, stakeholder differences, and predictive relationships of hybrid learning barriers for secondary students with LDs in Saudi public schools. A cross-sectional survey design was employed with 180 secondary students with formal LD diagnoses, 120 teachers, and 60 administrators across 45 schools in Riyadh, Jeddah, and Dammam. Participants completed the Hybrid Learning Barriers Inventory (HLBI), measuring five domains, while academic outcome data were extracted from the Madrasati platform. Hierarchical linear mixed-effects models and MANOVA were used for analysis. Executive function (EF) demands emerged as the most severe barrier (M = 4.12/5.0, d = 1.44) and the strongest negative predictor of GPA (β = –0.52) and assignment completion (β = –0.52). A significant perception gap was found between administrators and frontline stakeholders (Wilks' Λ = 0.67, p < .001), widest in low-SES schools. Students with dyscalculia showed greater EF vulnerability (β = –0.61) than those with dyslexia (β = –0.42). Protective factors included special education certification (β = +0.23 for GPA) and synchronous-dominant models (buffering engagement barriers from β = –0.54 to –0.22). The study concludes that hybrid learning in Saudi secondary schools presents severe EF demands that systematically disadvantage students with LDs, particularly those with dyscalculia and from low-SES backgrounds, while the administrator–stakeholder perception gap suggests current resource allocation may be misaligned with actual needs. The Ministry of Education should prioritise EF-friendly instructional design, preserve synchronous instruction, and weight resources by school SES.