PEER INSTRUCTION IN BLENDED EDUCATION: PATHWAYS TO ACTIVE MEDIATION AND IMPROVED STUDENT PERFORMANCE

Abstract

This study discusses the use of the Peer Instruction methodology in the context of hybrid teaching, highlighting its contribution to active mediation and the improvement of student performance. Given the educational transformations driven by the integration of digital technologies and the need to promote student protagonism, the research aims to analyze how peer instruction can favor collaborative and meaningful learning in hybrid environments. This is a qualitative investigation, based on bibliographic research, which is supported by classic and contemporary authors on active methodologies, hybrid teaching and pedagogical mediation. The results show that Peer Instruction stimulates engagement, active listening and the development of cognitive and socio-emotional skills, by repositioning the student as the central agent of the learning process. It is concluded that the methodology represents an effective alternative to strengthen peer mediation and renew pedagogical practices in line with the demands of contemporary education.