Post-Pandemic Persistence of Hybrid Learning in Chinese International K-12 Schools: A Narrative Review of Adoption and Perception Patterns

<p>China's response to COVID-19 produced one of the largest K-12 online learning deployments in the world, yet which hybrid and blended practices adopted under emergency conditions have persisted, and why, remains under-examined within China's international and bilingual K-12 sector specifically. This narrative review synthesises evidence on the pandemic-era baseline for Chinese K-12 online learning, documented post-pandemic divergence between continued hybrid usage and declining satisfaction in Chinese higher education, structural barriers to sustainable blended delivery, and the role of professional development access in sustaining teacher-perceived value of hybrid practices. Based on this synthesis, the review proposes that usage persistence and perception persistence are likely to diverge in the K-12 international school sector as they have in Chinese higher education, and identifies professional development access as the most promising explanatory factor for future empirical investigation.</p>