<strong class="journal-contentHeaderColor">Abstract.</strong> Contemporary geology education is increasingly required to advance adaptability, intellectual agility, and professional competence in response to 21<sup>st</sup> century societal and industry needs. Whilst quality assurance and accountability frameworks underscore employability, limited clarity remains regarding the alignment between university geology curricula and the evolving societal and industry demands. This study examined the implementation of a geology curriculum at a recently established university in the Northern Cape Province of South Africa using a hybrid learning model. The model incorporated conventional face to face interactive discussions with pre-recorded online learning materials leveraging smart technologies to support authentic, personalised learning. The implementation efficacy was evaluated through solicited comments from external examiners, peer reviews, institutional and industry experts, and by using students’ performance and feedback. Students’ learning was evaluated through moderated online and in person theoretical assessments, complemented by field and laboratory-based practicals, and ultimately looking at pass rates. In contrast, students’ feedback was collected anonymously using a suggestion box and by following a standardised institutional questionnaire designed for quality promotion and assurance evaluation, administered at the end of 2025. Statistical triangulation across the diverse data sources show that the hybrid delivery model can enhance students’ theoretical comprehension, practical competencies, preparedness for professional practice, and sustainable societal involvement. The study contributes empirical evidence from a resource constrained and under researched context, demonstrating how aligned hybrid curriculum design can strengthen teaching, learning, and assessment practices in geology education. These insights inform ongoing debates on curriculum innovation, quality assurance, and industry relevance in higher education.
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DOI: 10.5194/egusphere-2026-1008-ac1
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