<![CDATA[Recent shifts in higher education have prompted many universities to adopt new instructional environments, notably hybrid learning models. However, researchers have identified that navigating these hybrid systems can induce significant stress among students. Given that internal personal resources, particularly spirituality, are recognized as vital coping mechanisms for academic stress in highly religious societies, they have significant potential to buffer these negative impacts. Consequently, this study aimed to explore the spiritual experiences of Industrial Engineering students and investigate their correlation with burnout levels within a hybrid learning framework. An online survey was administered to 98 undergraduate students in the Industrial Engineering Department at Universitas Atma Jaya Yogyakarta between February and March 2022. Reliability analysis using Cronbach’s alpha confirmed the internal consistency of the survey instruments for this cohort. A MANOVA revealed significant differences in the Spiritual Index between gender groups and significant variations in burnout levels across academic years. Correlation analyses revealed a significant negative association specifically between spiritual levels and the loss of academic efficacy (r = -0.264; p-value < .05). While general negative trends were also observed with overall burnout, emotional exhaustion, and cynicism, these particular correlations were not statistically significant. The findings suggest that strong spiritual experiences can foster greater life satisfaction, mitigating burnout. Overall, the students exhibited moderate levels of burnout during their hybrid learning experience. It can be concluded that a robust sense of spirituality may help bolster self-esteem and serve as a protective factor against burnout in hybrid educational settings. These findings imply that higher education institutions should proactively integrate student wellness programs that accommodate spiritual and social experiences to effectively mitigate the risk of burnout during hybrid learning transitions.]]>
