Hybrid Learning and Student Well-Being: A Narrative Review of Engineering Students’ Post-Pandemic Experience

Abstract ―​

The worldwide shift to hybrid learning during the COVID-19 pandemic has radically reshaped the future of higher education. For engineering students, the new educational model brings with it a distinct set of challenges that touch not just learning outcomes but also social interaction, emotional strength, and mental health. As hybrid modalities demand increased self-regulation, technological literacy, and adaptability, students often experience heightened academic pressure, diminished peer support, and greater psychological strain. This narrative review examines the psychological and educational effects of hybrid learning on engineering students by investigating well-being, stress management, adjustment difficulties, and institutional responses. The examination of empirical studies from the Philippines, Europe, and the United States reveals intricate dynamics that influence student experiences in hybrid frameworks through access disparities, socio-emotional challenges, and cultural help-seeking behavior variations. The review identifies emerging best practices and institutional innovations which support students through mental health interventions, flexible learning environments, and inclusive pedagogical strategies. Research results emphasize the necessity of implementing student-focused methods alongside culturally tailored interventions within engineering education to achieve durable academic performance and mental health stability in blended learning environments.