<![CDATA[Background: Rapid evolution in educational technology has introduced hybrid learning to expand knowledge access. In multicultural, multilingual societies like Sudan, traditional single-strategy teaching often fails diverse learners, causing educational alienation. This study focused on National Ribat University in Khartoum, which serves a diverse student population from across Sudan, to investigate whether hybrid learning serves as a bridge or a barrier regarding digital inequality.Aims: The study aimed to investigate students' perceptions of hybrid learning among National Ribat University students using a mixed-methods approach integrating qualitative and quantitative data collection and analysis.Methods: A sample of 150 students provided data via semi-structured interviews and Likert-scale questionnaires measuring accessibility, performance, engagement, satisfaction, and inclusion. Quantitative data underwent data cleaning, missing-value deletion, reverse coding, and reliability analysis before descriptive analysis. Qualitative data was analyzed using Braun and Clarke’s (2006) framework, yielding four themes: enhanced inclusion, social cohesion, academic autonomy, and digital inequalities.Results: The quantitative findings indicated high student agreement across all key metrics: accessibility (70-78%), satisfaction (68-75%), academic improvement (65-72%), engagement (62-70%), and inclusion (60-68%).Conclusion: The study concluded that hybrid learning is effective, inclusive, and supportive of students' academic and social needs. However, its success remains heavily dependent on the reliability of digital technology.]]>
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