HYBRID EDUCATION AND THE RECONFIGURATION OF TEACHING WORK: TENSIONS BETWEEN TECHNOLOGICAL INNOVATION AND TRADITIONAL PEDAGOGICAL PRACTICES

Abstract

This article aimed to analyze the challenges faced by teaching professionals in hybrid education, investigating the tensions between technological innovation and traditional pedagogical practices, as well as their implications for the reconfiguration of pedagogical activities. To this end, an integrative literature review was conducted, using a qualitative approach with an exploratory and descriptive character. The search included the databases Web of Science, Scopus, ERIC, and SciELO, using the descriptors: hybrid education, blended learning, educational technology, teacher training, higher education, combined with the Boolean operators AND and OR, to identify studies published between 2017 and 2026. Studies within the temporal scope and available in full text were included, while duplicate articles, narrative reviews, editorials, opinion pieces, and productions not directly addressing the guiding research question were excluded. The final selection comprised 14 studies, synthesized into four key topics: reorganization of pedagogical planning; redefinition of teacher identity and competence; institutional and structural tensions; and continuing education, an essential condition for the perpetuity of the hybrid model. In summary, hybrid education promotes flexibility, student engagement, and learner protagonism, but also poses significant challenges for teachers, requiring integrated educational strategies and support policies that balance technological innovation with pedagogical quality.