Notes and reflections for further thinking about teaching practices in hybrid environments

Abstract

The post-pandemic context represents an opportunity to rethink teaching practices through the use of currently available digital environments and tools, which are reshaping the traditional ways of understanding higher education. Within this framework, the Catholic University of Salta has incorporated the use of videoconferencing rooms and hybrid classrooms into its pedagogical model, aiming to enrich the educational offerings across its various on-campus degree programs. This paper reflects on the challenges and potential of these devices, drawing on theoretical and interpretative contributions that form part of the conceptual framework of an ongoing research study. It revisits key ideas from approaches such as constructivism and connectivism, analyzing how these tools can foster active, collaborative, and meaningful teaching strategies, while also integrating the didactic dimension for the design of situated and innovative proposals. These environments are understood as spaces of interaction, production, and pedagogical mediation, where the teaching role needs to be redefined. Finally, the importance of continuing to critically examine teaching practices is emphasized, in order to strengthen hybrid models that respond to the contemporary demands of university education and promote the development of critical-thinking students