BLENDED LEARNING: HOW TO BALANCE FACE-TO-FACE AND VIRTUAL IN THE EDUCATIONAL PROCESS

Abstract

This study investigated how blended learning can balance face-to-face and virtual modalities in the educational process. The general objective was to analyze the necessary conditions for the efficient integration of these two dimensions, considering pedagogical, technological and institutional aspects. The methodology used consisted of a literature review based on sources published between 2020 and 2024, selected for their relevance to the topic. The results showed that the balance between face-to-face and virtual depends on a pedagogical planning that integrates complementary activities, continuous training for teachers and adequate technological support. It was identified that the use of digital tools, combined with well-structured pedagogical strategies, favors student engagement and performance, but that challenges such as inequality of access to technologies and adaptation difficulties need to be faced. The analysis reinforced the importance of school management leadership in organizing resources and supporting the implementation of blended learning. It was concluded that hybrid teaching has the potential to improve the quality of teaching, as long as factors related to planning, teacher training and infrastructure are worked on. The need for future studies to explore the application of this approach in different educational contexts and their particularities was also highlighted.