Differences in Adaptation of Digital Education Between BINUS University and Wakayama University

The COVID-19 pandemic accelerated technological progress, with no signs of slowing down post-pandemic. Educators worldwide adapted to technology differently before, during, and after the crisis. This study explores the challenges faced by teachers in online instruction and seeks mutual learning opportunities between BINUS University and Wakayama University. The research aims to guide teachers struggling with the transition to digital classrooms. The data was gathered through a survey that allows short-essay-like answers in order to go in-depth with the target participants' reasoning. Results from both universities revealed that some teachers still prefer offline classes due to better teacher-student connections. However, there's growing interest in hybrid learning for its potential to enhance learning conditions. Educators see it as a flexible approach, allowing seamless transitions between in-person and online modes based on circumstances. The study emphasizes preparedness for future developments in online education. Both universities should plan for potential advancements to ensure adaptability and quality education. Ultimately, this study aims to provide valuable insights and support to teachers adapting to the digital classroom, fostering resilience and effectiveness in teaching in the face of evolving technology. The following research study can address the issue of what digital literacy skills training and tasks can be enhanced to help this study author become an effective facilitator in the hybrid classroom.