Abstract
Abstract This article aims to examine the pedagogical system for hybrid training of future special educators. It explores the specifics of hybrid learning, including the use of digital technologies. The research employs survey and semi-structured interview methods, followed by statistical analysis, to gather and process quantitative data on the perceptions of hybrid learning among students and instructors during empirical investigation. The study intersects special education and educational technologies, presenting the latest statistical data for 2023–2024, which indicates a growing trend of hybrid learning implementation, reaching 97 % by 2021 due to the shift of educational institutions to remote learning. Statistical analysis revealed no significant ( p > 0.05) differences, as the variation between mean scores of the intermediate test was F = 0.31, p = 0.58, and between mean scores of the final test was F = 0.85, p = 0.36. This led to the conclusion of no correlation between learning effectiveness and its format. The authors’ contribution is targeted at a broad audience, including researchers, practitioners, and educators. The practical significance of the article lies in its potential to serve as an analytical basis for future research in pedagogy regarding digitalization, industrialization, and the implementation of hybrid learning.