BETWEEN THE SCREEN AND PRACTICE: THE MEETING BETWEEN STUDENTS, TEACHERS, AND TUTORS

Abstract

This study aimed to investigate the transformations in the roles of students, teachers, and tutors in the context of hybrid teaching, addressing how digital technologies mediated these changes and impacted the teaching-learning process. The bibliographic research reviewed the available literature on hybrid teaching methodologies and the reconfiguration of educational roles resulting from technological integration. The study addressed the flexibility of hybrid teaching, the reconfiguration of traditional roles, and the adaptation of educational agents, highlighting the advantages and challenges of this model. The research concluded that, in hybrid teaching, students began to take on an active and autonomous role, while teachers and tutors became mediators and facilitators of the learning process. The research also revealed that, although the hybrid model presents challenges, such as the continuous training of those involved and technological infrastructure, it offers opportunities for personalization and flexibility in teaching. The final considerations pointed out that the integration of digital technologies is essential for the success of hybrid teaching and that further studies are needed to explore the best ways to implement this model in different educational contexts.