HyFlex-Lite in Palestinian schools: Classroom orchestration strategies and equity in low-connectivity environments

Abstract

This study examines an adapted Hybrid-Flexible (“HyFlex-Lite”) model for Palestinian K–12 schools with limited connectivity. HyFlex-Lite structures each lesson for three concurrent modes—in-person, synchronous low-bandwidth online, and asynchronous low-bandwidth—while targeting equivalent objectives, activities, and assessments. A sequential explanatory mixed-methods design was used. In the quantitative phase, 310 East Jerusalem teachers completed a survey of modality equivalence, orchestration load, student interaction, educational equity, technical constraints, and institutional support; EFA/CFA validated the scales, and SEM tested hypothesized relations. The qualitative phase comprised semi-structured interviews, classroom observations, and document analysis with twenty teachers, examining orchestration strategies, infrastructure challenges, access-bridging practices, and professional-development needs. Findings show that higher modality equivalence is associated with greater perceived fairness, while interaction and equity are hampered by infrastructure limitations. Teachers employed pragmatic, low-data tactics (e.g., WhatsApp voice notes, printed packets) to include learners with poor connectivity, but reported heavy workload and a need for stronger institutional support. The study proposes a Modality-Equivalence Rubric to evaluate and refine HyFlex-Lite designs. Overall, the results suggest that context-appropriate strategies, coupled with technology provision and teacher training, can foster more equitable learning in resource-constrained environments; contributions include a validated modality-equivalence measure, a practitioner guide, and policy recommendations.