Abstract
Background:There is a dire need to ensure higher education institutions employ effective pedagogy in their educational programs. Hybrid teaching has received increased attention in recent decades due to its effectiveness in improving learning outcomes. There is a lack of studies exploring students' views on hybrid teaching in acupuncture programs in the South African context.Objectives:Therefore, this study explored acupuncture students' views of hybrid teaching in the acupuncture program. The Technological, Pedagogical, and Content Knowledge Model was anchored in this study as a theoretical lens.Materials and Method:The author employed a qualitative single case study design within an interpretivist paradigm. A purposive sampling technique was adopted to recruit six participants for this study from an identified public university in South Africa. Participants were interviewed between March 2023 and May 2023. Data were analyzed through thematic analysis.Results:The findings of this study highlight positive student views of the hybrid model, emphasizing its benefits in optimizing the teaching and learning process. However, participants also identify barriers such as poor infrastructure and the absence of computer skills. The study underscores the need for substantial investment in technological facilities and faculty development programs to enhance lecturers' digital pedagogical competencies.Conclusions:While offering valuable insights into the specific context studied, limitations include the single-case design and the focus on a particular student cohort. Despite these limitations, the research contributes to the ongoing discourse on effective teaching methodologies in the dynamic landscape of higher education. Recommendations are proposed to address the identified challenges and foster an inclusive and technologically advanced learning environment in South African HEIs.