Hybrid learning, combining in, person and online instruction, has gained significant importance, especially after the COVID, 19 pandemic. At the Asian University for Women (AUW), graduate classes are delivered online by international instructors, with Teaching Fellows facilitating student engagement and communication on, site. Maintaining attention and engagement is essential for effective learning in this context. This study aimed to identify factors influencing attention and engagement among graduate students in AUW’s hybrid learning environment and to explore strategies used by students to sustain focus. An exploratory, cross, sectional, mixed, methods design was employed. Data were collected from 17–20 MA Education students and three key informants (faculty, program administrator, Teaching Fellow) via surveys and semi, structured interviews. Quantitative and qualitative data were analyzed using statistical methods and thematic analysis. Findings indicate that technology both facilitates learning and introduces distractions. Digital platforms enhance communication and participation, but technical issues and non, academic use reduce focus. Teaching Fellows play a central role in sustaining engagement through guidance, feedback, and bridging the gap with remote instructors. Active teaching methods, group discussions, and application, based activities increase attention, while class timing, cognitive load, and individual characteristics (motivation, prior knowledge, self, regulation) significantly affect student engagement. Improving hybrid learning at AUW requires interactive instructional design, strengthened Teaching Fellow support, optimized scheduling, and strategies that foster students’ self, regulation. The interplay of technology, pedagogy, timing, and individual factors determines attention and engagement in graduate hybrid learning environments.