Barriers and Enablers to Implementing Hyflex Pedagogy in Higher Education Institutions: A Focus on Mathematics Education

DOI

10.2991/978-2-38476-521-8_17How to use a DOI?

Keywords

HyFlex pedagogy; mathematics education; Universal Design for Learning; multimodal learning; digital inequality; South African higher education

Abstract

This conceptual paper examines the barriers and enabling factors that shape the implementation of Hybrid Flexible (HyFlex) pedagogy in mathematics education, with a specific focus on the South African higher education context. HyFlex pedagogy allows students to engage in learning through in-person, synchronous online, or asynchronous modes within a single course structure. While this model promises inclusivity and flexibility, its application in mathematics a discipline that depends on sequential logic, proof, and procedural fluency presents unique pedagogical complexities. Using the University of Cape Town (UCT) and the University of the Witwatersrand (Wits) as illustrative examples of institutional practice, the paper explores how HyFlex principles can be adapted in resource-constrained settings. The discussion is guided by Universal Design for Learning (UDL) and Multimodal Learning Theory, which together provide a theoretical lens for understanding flexibility, accessibility, and cognitive engagement across modalities. The paper argues that the successful adoption of HyFlex in mathematics education depends less on replicating global models and more on designing contextually responsive pedagogical frameworks that integrate inclusive design, institutional support, and technological adaptability. It concludes by proposing directions for practice and research to advance HyFlex as a transformative yet context-dependent model for equitable mathematics education in South Africa.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Themba M. Mthethwa
AU  - Alfred M. Msomi
PY  - 2025
DA  - 2025/12/29
TI  - Barriers and Enablers to Implementing Hyflex Pedagogy in Higher Education Institutions: A Focus on Mathematics Education
BT  - Proceedings of The Focus Conference (TFC 2025)
PB  - Atlantis Press
SP  - 264
EP  - 282
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-521-8_17
DO  - 10.2991/978-2-38476-521-8_17
ID  - Mthethwa2025
ER  -