TEACHING DIDACTICS IN HYBRID LEARNING CONTEXTS: CHALLENGES, POTENTIALITIES, AND TEACHER TRAINING

Abstract

This article aims to analyze the implications of teaching practices in hybrid learning environments, integrating face-to-face and digital learning activities. It is based on the understanding that hybrid learning models transform teaching practices, requiring new pedagogical, technological, and methodological competencies from educators. Methodologically, this is a qualitative bibliographic study grounded in a critical analysis of the literature on pedagogical innovation, active learning methodologies, and the integration of educational technologies. The findings indicate that hybrid teaching practices require flexible planning, diversified instructional strategies, the redefinition of the teacher's role as a learning mediator, and the intentional use of digital resources, fostering student autonomy and meaningful learning. The study concludes that the effectiveness of hybrid teaching depends on continuous teacher education and the coherent integration of pedagogical foundations and technological resources, as well as on the promotion of critical, ethical, inclusive, and collaborative educational practices, in line with current educational guidelines for digital education.