Hybrid Teaching and Learning in Higher Education: A Systematic Literature Review

Daina Gudoniene (), Evelina Staneviciene, Isabel Huet, Jochen Dickel, Djibril Dieng, Joël Degroote, Vitor Rocio, Rita Butkiene and Diogo Casanova
Additional contact information
Daina Gudoniene: Faculty of Informatics, Kaunas University of Technology, Studentu Str. 50, LT-44249 Kaunas, Lithuania
Evelina Staneviciene: Faculty of Informatics, Kaunas University of Technology, Studentu Str. 50, LT-44249 Kaunas, Lithuania
Isabel Huet: Department of Education and Distance Teaching, Universidade Aberta & LE@D, Rua da Escola Politécnica, n.º 147, 1269-001 Lisboa, Portugal
Jochen Dickel: Department of Media, Fachhochschule des Mittelstands, Ravensberger Str. 10G, DE-33602 Bielefeld, Germany
Djibril Dieng: International Development and Europe Division, Université Côte d’Azur, 28, av. de Valrose, BP 2135, 06103 Nice Cedex 2, France
Joël Degroote: International Development and Europe Division, Université Côte d’Azur, 28, av. de Valrose, BP 2135, 06103 Nice Cedex 2, France
Vitor Rocio: Department of Education and Distance Teaching, Universidade Aberta & LE@D, Rua da Escola Politécnica, n.º 147, 1269-001 Lisboa, Portugal
Rita Butkiene: Faculty of Informatics, Kaunas University of Technology, Studentu Str. 50, LT-44249 Kaunas, Lithuania
Diogo Casanova: Department of Education and Distance Teaching, Universidade Aberta & LE@D, Rua da Escola Politécnica, n.º 147, 1269-001 Lisboa, Portugal

Sustainability, 2025, vol. 17, issue 2, 1-27

Abstract: Hybrid teaching, which integrates traditional in-person learning based on students’ perspectives where online learning offers a flexible approach to education, combines the benefits of technology with face-to-face interactions. Moreover, teaching and learning in a hybrid way met several challenges for both teachers and learners, including technological problems, time management, communication difficulties, and assessment complexities. This systematic review investigates six main research questions: (1) What pedagogical frameworks are used in hybrid teaching and learning? (2) How can we enhance students’ engagement in hybrid teaching and learning? (3) What is the impact of technological integration on hybrid learning scenarios, both for students and teachers? (4) How do training and support measures influence the willingness and ability of university teachers to implement hybrid teaching formats? (5) How do formative assessment and feedback methods in hybrid learning environments enable teachers to effectively monitor student progress and provide tailored support? (6) How does the implementation of hybrid learning affect student learning outcomes? This study identifies the following key themes: technological integration, pedagogical innovation, faculty support, student engagement, assessment practices, and learning outcomes. Our contribution of this literature review is related to teaching and learning by showing teachers the most appropriate way to avoid the challenges encountered when teaching in a hybrid way. These include strong technology integration, innovative pedagogical strategies, strong academic development and support, active student engagement, effective assessment practices, and positive learning outcomes.

Keywords: hybrid learning; hybrid teaching; higher education; hybrid learning challenges; technological integration (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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