The way that students approach their Learning plays an important role in determining the outcome of any educational endeavor. Recent researches have made it clear that approaches to studying and Perceptions of teaching are two of the most direct influences on the quality of student Learning. Learning approaches of students have been found to be influenced by a number of factors, such as teaching characteristics, departmental characteristics, and assessment methods. Surface, deep, and strategic are the three basic Learning approaches which are identified by researchers in various Studies.One of the major concepts to emerge from researches in higher education was the idea that students can take different approaches to Learning. These approaches are not stable traits in individuals, although some students will tend towards taking a deep approach while others will tend towards taking a surface approach. Rather, it is suggested that good teaching can influence students to take a deep approach, while poor teaching in the widest sense can pressure students to take a surface approach.

With the gradual reopening of schools in the academic year of 1401-1400, we saw that teachers benefited from both virtual and face-to-face training for teaching. In this research, we seek to analyze the opinions and beliefs of the history teachers of Sanandaj city about the new approach to education, which is hybrid education. Qualitative and phenomenological research. The research field of this qualitative study is history teachers of second secondary school in Sanandaj city. The teachers were selected purposefully. A semi-structured interview was used to collect data, and the data collection and interview process continued until theoretical saturation. The text of the interview was downloaded and then it was seen by the interviewees, then the main themes and secondary themes were extracted using MAXQDA 2020 software. The findings include 5 main themes: face-to-face education in hybrid education, virtual education in hybrid education, the necessity of hybrid education, the culture of using virtual space for education and family in virtual education. The results of the research showed that according to the two-year experience of virtual education of teachers and students, it is necessary to use these experiences and content in education in the post-corona era. Considering the greater communication between parents and the school, it is necessary to adopt a mechanism in virtual education so that this communication is established in the context of combined education. On the other hand, with the gradual reopening of schools, teachers also experienced a kind of combined education.

The current investigation was aimed toward standardization of Learning environment Perceptions survey (PES-HS). Method: Four-hundred students (204 female and 196 male) were selected through multi-stage stratified sampling method. Students completed the Farsi version of PESHS.The exploratory factor analysis and confirmatory factor analysis and internal consistency were used to compute the PES-HS factorial validity and reliability, respectively. The results of principle component analysis (PC) and voarimax rotation replicated the five-factor structure of the PESHS.Based on item content, factors were named Engagement, Membership, Authenticity, Ownership and Support. Based on linear Structural Relations (LISREL) software, Goodness-of-fit indices of confirmatory factor analysis confirmed the 5 extracted factors. The multidimensional Scales of PES-HS were shown to be an acceptable measurement model in this sample. Cronbach's alpha coefficients for the five factors of the PES-HS were ranged from 0.74 to 0.89.Conclusion: PES-HS is a valid measure of Learning environment Perceptions for Iranian students.