188. Deputy Maeve O'Connell asked the Minister for Further and Higher Education, Research, Innovation and Science if his Department is considering initiatives to support and encourage hybrid teaching models in tertiary education to better equip students with the increasing prevalence of remote work in the workplace. [34832/26]

Our tertiary education system provides a dynamic range of education and training models designed to meet the needs of diverse learners, as well as the wider needs of society and the economy.

In recent years, my department and I have been working to meet the growing demand for flexible approaches to teaching and learning, including part-time, online and hybrid programmes and pathways. We recognise the important role that these learning models can play in widening participation, enhancing flexibility for learners, and preparing graduates with the skills required for modern workplaces, including those where remote and hybrid working arrangements are increasingly embedded.

In higher education, the development and delivery of programmes – including decisions relating to in-person, blended and hybrid models – are matters in the first instance for individual higher education institutions, having regard to their academic autonomy, the needs of students, and quality assurance requirements.

However, my department has implemented a range of initiatives, in collaboration with the higher education sector, to support flexible learning. These include the extension of SUSI supports to cover fees for specified part-time undergraduate degree programmes, many of which incorporate online or hybrid delivery. In addition, over 90% of Springboard+ courses are delivered through flexible learning models, including fully online and blended formats.

Through the National Forum for the Enhancement of Teaching and Learning, the HEA supports sector-wide improvement, including in professional development and digital transformation. Since 2022, €23.8 million has been allocated under the Strategic Alignment of Teaching and Learning Enhancement (SATLE) Fund to support institutional initiatives in priority areas such as digital transformation, academic integrity and education for sustainable development, including the advancement of digitally supported and innovative teaching practices.

Quality and Qualifications Ireland (QQI) has also strengthened its framework for flexible learning through updated statutory guidelines covering blended and fully online provision. These guidelines support a consistent, high-quality learner experience, while allowing providers flexibility to determine the appropriate balance of online and in-person delivery and requiring clear communication of delivery modes to learners.

Flexible and hybrid delivery is also a significant part of Further Education and Training (FET). SOLAS supports this through a range of initiatives across the Education and Training Boards (ETBs), including the use of Moodle as a core virtual learning platform, with over 120 sites in operation. Quality assurance is underpinned by QQI guidelines and established validation processes, while Digital Learning Standards – developed in collaboration with sector stakeholders – are being embedded under the current FET strategy to ensure consistency and quality. SOLAS also funds eCollege, providing a wide range of fully online courses.

It is important to note, however, that remote and hybrid learning cannot fully substitute for in-person engagement in all cases. Many learners rely on face-to-face teaching, access to specialist facilities, and the wider supports available on campus. Ensuring an appropriate balance between in-person and flexible provision, while maintaining high-quality physical infrastructure, therefore remains a key priority in order to support inclusive access and strong learner outcomes.