Educational practices in hybrid environments. Pedagogical transformations and emerging challenges

Abstract

This article analyzes the transformations and emerging challenges of educational practices in hybrid environments at the university level, based on a multi-center qualitative research project developed in collaboration with 11 nodes of the Network of Teaching, Research, and Extension Teams in Educational Technology (RedTE.Ar). The study combines 144 semi-structured and flash interviews conducted with teachers, students, and university administrators, along with the analysis of institutional documents, to examine four key dimensions: the design of teaching activities; the selection and pedagogical use of digital technologies; evaluation processes in multimodal contexts; and some innovative modalities of educational management. The results reveal an implementation strained by paradoxes, including teacher workload overload, cognitive fragmentation in simultaneous classrooms, and an extension of academic time for both teachers and students. However, innovative pedagogical experiences that critically integrate digital tools in knowledge construction, transcending the mere digitization of content, are also identified. The analysis concludes that the transformative potential of hybrid education requires specific enabling conditions: teacher training that goes beyond instrumental approaches; intentional curricular flexibility; institutional policies for sustained support; and regulatory frameworks that prioritize flexibility with equity and pedagogical quality over technological imperatives.