Psychological interventions to alleviate death anxiety among patients with cancer: a systematic review and meta-analysis of randomized controlled studies.

The rapid growth in student enrollment, combined with increasingly demanding academic schedules for both students and faculty, has prompted higher education institutions to re-evaluate traditional teaching models. To address challenges related to flexibility, accessibility, and engagement, many universities are adopting technology-enhanced instructional approaches [, ]. This transition was accelerated by the COVID-19 pandemic, which forced an abrupt shift to online learning and demonstrated the potential of technology-mediated education to improve access and learning continuity [, ]. As a result, hybrid learning models that integrate face-to-face (F2F) and online instruction have become increasingly common []. Hybrid learning, which integrates traditional in-person teaching with online components, offers a promising solution to the challenges posed by increasing enrollment and scheduling constraints. By leveraging the flexibility of online learning and the engagement of F2F interactions, hybrid models can accommodate diverse student needs while optimizing faculty time and resources. Furthermore, the incorporation of flipped learning elements, where students engage with pre-recorded lectures or materials before attending in-person sessions, has been shown to enhance student engagement, promote self-directed learning, and improve academic outcomes [, ]. Studies have demonstrated that flipped and hybrid learning models not only increase student satisfaction but also foster deeper understanding and retention of course material [, ]. Despite these documented benefits, evidence suggests that students do not experience hybrid flipped learning environments uniformly. Individual differences, particularly personality traits, may be linked to differences in motivation, engagement, and learning experiences in different educational settings [, ]. The Big Five personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness) have been widely examined in educational research. Conscientiousness and openness have consistently been linked to higher intrinsic motivation and academic success, while neuroticism has been associated with anxiety and reduced engagement [, ]. Extraversion has been shown to support learning in collaborative and F2F environments but may hinder adaptation to asynchronous or self-paced formats []. Similarly, students high in openness tend to adapt more easily to novel learning methods, whereas neurotic students may struggle in less structured environments [, ].