Hybrid learning environments have become increasingly prominent in higher education following the digital transformation accelerated by the COVID-19 pandemic. These environments combine face-to-face instruction with online learning platforms, creating flexible and interactive educational experiences. Student engagement remains a critical determinant of learning success in such environments. This study examines behavioral, emotional, and cognitive engagement among university students participating in hybrid learning environments. A quantitative research design was adopted, and data were collected from 600 undergraduate and postgraduate students enrolled in hybrid courses. Descriptive statistics were used to analyze engagement levels across the three dimensions. The findings reveal that hybrid learning environments significantly enhance student participation, motivation, and intellectual involvement in learning activities. Behavioral engagement is reflected through increased participation in classroom and online discussions, while emotional engagement is strengthened through improved interaction and sense of belonging. Cognitive engagement is enhanced through active learning strategies and technology-supported instructional activities. The study concludes that well-designed hybrid learning environments promote multidimensional student engagement and contribute to improved learning outcomes in higher education.

Keywords: Hybrid Learning, Student Engagement, Behavioral Engagement, Emotional Engagement, Cognitive Engagement, Higher Education.

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