Hybrid education as a new paradigm in higher education
DOI:
https://doi.org/10.62697/rmiie.v5i1.272Keywords:
Hybrid education, blended education learning, pedagogical innovation, higher education, inclusion, digital skillsAbstract
Higher education is undergoing a profound transformation due to digitalization, the globalization of knowledge, and the demands of students who require flexibility, personalization, and social relevance. Hybrid education is presented as an innovative paradigm that combines face-to-face instruction with online learning, strategically integrating digital technologies into the curriculum, making it a fundamental alternative for addressing contemporary challenges of accessibility, inclusion, and skills development. The objective of this article is to analyze and understand hybrid education as a new paradigm in higher education, identifying its characteristics, benefits, challenges, and opportunities, as well as its impact on teaching, learning, and institutional management. To this end, a qualitative-descriptive methodology was employed, based on a systematic literature review and critical analysis of recent scientific literature, prioritizing theoretical studies, empirical research, and institutional reports published between 2012 and 2025. The results demonstrate that hybrid education redefines the roles of teachers and students, promoting autonomy, active participation, and responsibility in the construction of knowledge. Technological integration enhances personalized learning, facilitates formative assessment, and improves academic management, while the combination of active methodologies and virtual and face-to-face environments generates more meaningful and motivating experiences. Furthermore, effective implementation requires institutional leadership, technological infrastructure, and faculty training, consolidating hybrid education as a strategic model that promotes pedagogical innovation, inclusion, and efficiency in higher education, preparing it for the challenges of complex and globalized environments.
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Copyright (c) 2025 Farzad Sattari-Ardabili, Mohammad Narimani
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