This research article addresses the specifics of in-person and online teaching as a strategy to enrich the university experience in contexts with technological limitations. The objective was to evaluate the impact of a hybrid teaching methodology (in-person and online) on the development of digital skills and the ability to design collaborative projects in a group of primary school students, and to analyze the challenges and opportunities this strategy presents in a technologically limited environment. A mixed methodology with a qualitative-quantitative approach was implemented in a hybrid workshop for 15 students of the Bachelor's Degree in Primary Education in Minas de Matahambre, Cuba. The research included surveys of teachers and students, analysis of collaborative projects developed with artificial intelligence (DeepSeek), and digital skills measurements before and after the intervention. The results show significant improvements in the participants' digital skills and their ability to design social projects supported by emerging technologies. Although challenges such as technological differences and resistance to change were identified, experience shows that innovation, when implemented with empathy and adaptation to the context, can become an effective resource for advancing toward more equitable and inclusive education. The conclusion is that true educational transformation emerges when technology is put at the service of people, and not the other way around.
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