Entornos virtuales híbridos: tendencias educativas con herramientas TIC para una educación sostenible e innovadora

Ricardo Candanedo Yau

doi:10.48204/j.holon.n12.a9838

Submitted April 27, 2026

Published 2026-05-06

ARTÍCULOS CIENTÍFICOS

Vol. 3 No. 12 (2026): Revista Holón

Hybrid virtual environments: educational trends with ICT tools for sustainable and innovative education

Ricardo Candanedo Yau⁺⁻

DOI https://doi.org/10.48204/j.holon.n12.a9838

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DOI: 10.48204/j.holon.n12.a9838

Published: 2026-05-06

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstract

This reseach article analyzes educational trends related to the implementation of hybrid virtual environments (HVE) in Latin American higher education as a strategy to strengthen pedagogical innovation and educational sustainability. The research followed a qualitative documentary-analytical approach based on a review of scientific literature published between 2015 and 2025 in international academic databases such as Scopus, Web of Science, ERIC, SciELO, and Redalyc. The analysis focused on studies related to hybrid education, integration of information and communication technologies (ICT), educational innovation, and the development of digital competencies in higher education. Results show that hybrid virtual environments enhance educational flexibility, promote autonomous and collaborative learning, and strengthen digital competencies among teachers and students. Additionally, the implementation of these models contributes to the optimization of institutional resources, expansion of access to higher education, and reduction of the environmental impact associated with traditional academic activities. Hybrid virtual environments are therefore identified as a relevant educational model for the pedagogical transformation of higher education, integrating technological innovation, institutional sustainability, and student-centered learning strategies.

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References

Al Hosani, N. (2024). The effect of hybrid learning on student academic success and achievement. International Journal of English and Social Learning, 1(1), 438-451.
https://doi.org/10.18502/ijesl.v1i1.17956
Álvarez-Chaves, A., & Saborío-Taylor, S. (2025). Hybrid learning in higher education: Considerations for its implementation in course design. Journal of Digital Educational Technology, 5(1), Article ep2505.
https://doi.org/10.30935/jdet/15859
Álvarez-Huari, M. Y. (2025). Competencia digital docente en universidades latinoamericanas. Revista Docentes 2.0, 18(1), 146-157.
https://doi.org/10.37843/rted.v18i1.604
Bonilla, L., & Guzmán, A. (2020). Estrategias pedagógicas para entornos híbridos en la educación superior. Revista Iberoamericana de Educación, 84(1), 45-63.
https://doi.org/10.35362/rie8414030
Cabero-Almenara, J., & Llorente-Cejudo, C. (2021). Innovación educativa y TIC: Hacia un aprendizaje híbrido sostenible. Edutec. Revista Electrónica de Tecnología Educativa, 76, 1-16.
https://doi.org/10.21556/edutec.2021.76.2110
Claro, M., & Castro-Grau, C. (2023). El papel de las tecnologías digitales en los aprendizajes del siglo XXI. IIPE UNESCO.
https://unesdoc.unesco.org/ark:/48223/pf0000386981
Cobo, C., & Moravec, J. W. (2011). Aprendizaje invisible: Hacia una nueva ecología de la educación. Col·lecció Transmedia XXI. Edicions de la Universitat de Barcelona.
Downes, S. (2012). Connectivism and connective knowledge: Essays on meaning and learning networks. National Research Council Canada.
https://www.downes.ca/files/books/Connective_Knowledge-19May2012.pdf
Dziubaniuk, O., Ivanova-Gongne, M., & Nyholm, M. (2023). Learning and teaching sustainable business in the digital era: A connectivism theory approach. International Journal of Educational Technology in Higher Education, 20, Article 20.
https://doi.org/10.1186/s41239-023-00390-w
Gamage, K. A. A., Gamage, A., & Dehideniya, S. C. P. (2022). Online and hybrid teaching and learning: Enhance effective student engagement and experience. Education Sciences, 12(10), Article 651.
https://doi.org/10.3390/educsci12100651
García-Peñalvo, F. J. (2021). Innovación y transformación digital en la educación. GRIAL.
https://doi.org/10.5281/zenodo.4784074
García-Peñalvo, F. J., & Corell, A. (2020). La COVID-19: ¿enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior? Campus Virtuales, 9(2), 83-98.
http://uajournals.com/ojs/index.php/campusvirtuales/article/view/740
Garrison, D. R. (2017). E-learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). Routledge.
Graham, C. R., Danaa, G., Purevsuren, T., Martínez, A., Spricigo, C. B., Camilotti, B. M., & Batsukh, T. (2023). Digital learning transformation in higher education. Education Sciences, 13(11), Article 1143.
https://doi.org/10.3390/educsci13111143
Gudonien?, D., Vitkut?-Adžgauskien?, D., Maskeli?nas, R., & Blažauskas, T. (2025). Hybrid teaching and learning in higher education. Sustainability, 17(2), Article 756.
https://doi.org/10.3390/su17020756
Huda, F. (2024). Hybrid learning models in post-pandemic higher education. Journal of Education Review and Learning, 1(1), 16-18.
https://www.learningjournal.net/archives/2024/vol1issue1/PartA/1-1-4-896.pdf
Li, K. C., Wong, B. T. M., Kwan, R., Chan, H. T., Wu, M. M. F., & Cheung, S. K. S. (2023). Evaluation of hybrid learning and teaching practices. Sustainability, 15(8), Article 6780.
https://doi.org/10.3390/su15086780
Li, Q., Hashim, S. N. A. B., Song, M., & Shen, L. (2024). The role of hybrid learning in promoting inclusive education. Education Sciences & Psychology, 10(3), Article 3357.
https://www.researchgate.net/publication/390584463_The_role_of_hybrid_learning_in_promoting_inclusive_education_A_systematic_review_of_psychological_benefits_and_implementation_success_factors/fulltext/67f523599b1c6c4877841a30/The-role-of-hybrid-learning-in-promoting-inclusive-education-A-systematic-review-of-psychological-benefits-and-implementation-success-factors.pdf?_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uIn19
Mekacher, L. (2022). Education 4.0: Hybrid learning and microlearning in a smart environment. PUPIL: International Journal of Teaching, Education and Learning, 6(1), 127-141.
https://grdspublishing.org/index.php/PUPIL/article/view/1970
Monika, Y., & Kristanto, S. B. (2024). Adapting education: Navigating hybrid classrooms in the post-pandemic era. Journal of Digital Learning and Education, 4(2), 118-129.
https://www.researchgate.net/publication/383450118_Adapting_Education_Navigating_Hybrid_Classrooms_in_The_Post-Pandemic_Era/fulltext/694f97cc9aa6b4649dc543e0/Adapting-Education-Navigating-Hybrid-Classrooms-in-The-Post-Pandemic-Era.pdf?_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uIn19
Morin, E. (1999). Los siete saberes necesarios para la educación del futuro. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO).
Nikolopoulou, K. (2023). Self-regulated and mobile-mediated learning in blended tertiary education environments. Sustainability, 15(16), Article 12284.
https://doi.org/10.3390/su151612284
Parusheva, S., Bobek, S., & Sternad Zabukovšek, S. (2023). Sustainable higher education: From e-learning to smart education. Sustainability, 15(13), Article 10378.
https://doi.org/10.3390/su151310378
Roig, P. J., Alcaraz, S., Gilly, K., Bernad, C., & Juiz, C. (2025). Study on hybrid education in terms of space, time, language, and frameset. Education Sciences, 15(11), Article 1429.
https://doi.org/10.3390/educsci15111429
Rojas, N. V. (2023). Nivel de competencias digitales de los docentes de la Universidad Nacional de Asunción. Revista Científica de la Facultad de Filosofía, 18(2), 85-111.
https://doi.org/10.57201/rcff.v18i2.3744
Samuel, S. I. (2023). A blended institutional learning approach for higher education sustainability. SHS Web of Conferences, 156, Article 09002.
https://doi.org/10.1051/shsconf/202315609002
Sandoval-Benavides, V. L., Portillo-Torres, M. C., & Vásquez-Villanueva, S. (2025). Transformación digital en la educación superior desde la perspectiva internacional: mapeo sistemático de la literatura. Telos, 27(1), 184-202.
https://doi.org/10.1590/1983-3652.2025.51996
Santiago-Trujillo, Y. D., & Garvich-Ormeño, R. M. (2024). Competencias digitales e integración de las TIC en el proceso de enseñanza-aprendizaje. Revista Docentes, 27(1), 50-65.
https://doi.org/10.37843/rted.v17i1.405
Shanmugam, S. K. S. (2025). Exploring the barriers to implementing hybrid learning in rural primary schools, Cogent Education 12(1), Article e2569691.
https://doi.org/10.1080/2331186X.2025.2569691
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
https://static1.squarespace.com/static/6820668911e3e5617c36c48c/t/682dadc9690ec5749004d96d/1747824073835/connectivism.pdf
Tapia Huamaní, J. T., & Osorio Castillo, E. M. (2023). Competencias digitales predominantes para el desempeño docente en educación superior. Horizontes, 7(30), 2125-2145.
https://revistahorizontes.org/index.php/revistahorizontes/article/view/1173/2233
Tobón, S. (2021). Evaluación socioformativa: Estrategias e instrumentos. Centro Universitario CIFE.
https://cife.edu.mx/recursos/wp-content/uploads/2018/08/LIBRO-Evaluaci%C3%B3n-Socioformativa-1.0-1.pdf
Tobón, S., Martínez-Iñiguez, J. E., Valdez-García, J. E., & Romero-Sandoval, A. (2022). Prácticas pedagógicas y evaluación socioformativa en la educación superior mediada por tecnologías. Revista Fuentes, 24(1), 1-15.
https://doi.org/10.12795/revistafuentes.2022.186
Ulla, M. B., & Perales, W. F. (2022). Hybrid teaching: Conceptualization through practice for the post COVID-19 pandemic education. Frontiers in Education, 7, Article 924594.
https://doi.org/10.3389/feduc.2022.924594

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[1] Al Hosani, N. (2024). The effect of hybrid learning on student academic success and achievement. International Journal of English and Social Learning, 1(1), 438-451.

[2] https://doi.org/10.18502/ijesl.v1i1.17956

[3] Álvarez-Chaves, A., & Saborío-Taylor, S. (2025). Hybrid learning in higher education: Considerations for its implementation in course design. Journal of Digital Educational Technology, 5(1), Article ep2505.

[4] https://doi.org/10.30935/jdet/15859

[5] Álvarez-Huari, M. Y. (2025). Competencia digital docente en universidades latinoamericanas. Revista Docentes 2.0, 18(1), 146-157.

[6] https://doi.org/10.37843/rted.v18i1.604

[7] Bonilla, L., & Guzmán, A. (2020). Estrategias pedagógicas para entornos híbridos en la educación superior. Revista Iberoamericana de Educación, 84(1), 45-63.

[8] https://doi.org/10.35362/rie8414030

[9] Cabero-Almenara, J., & Llorente-Cejudo, C. (2021). Innovación educativa y TIC: Hacia un aprendizaje híbrido sostenible. Edutec. Revista Electrónica de Tecnología Educativa, 76, 1-16.

[10] https://doi.org/10.21556/edutec.2021.76.2110

[11] Claro, M., & Castro-Grau, C. (2023). El papel de las tecnologías digitales en los aprendizajes del siglo XXI. IIPE UNESCO.

[12] https://unesdoc.unesco.org/ark:/48223/pf0000386981

[13] Cobo, C., & Moravec, J. W. (2011). Aprendizaje invisible: Hacia una nueva ecología de la educación. Col·lecció Transmedia XXI. Edicions de la Universitat de Barcelona.

[14] Downes, S. (2012). Connectivism and connective knowledge: Essays on meaning and learning networks. National Research Council Canada.

[15] https://www.downes.ca/files/books/Connective_Knowledge-19May2012.pdf

[16] Dziubaniuk, O., Ivanova-Gongne, M., & Nyholm, M. (2023). Learning and teaching sustainable business in the digital era: A connectivism theory approach. International Journal of Educational Technology in Higher Education, 20, Article 20.

[17] https://doi.org/10.1186/s41239-023-00390-w

[18] Gamage, K. A. A., Gamage, A., & Dehideniya, S. C. P. (2022). Online and hybrid teaching and learning: Enhance effective student engagement and experience. Education Sciences, 12(10), Article 651.

[19] https://doi.org/10.3390/educsci12100651

[20] García-Peñalvo, F. J. (2021). Innovación y transformación digital en la educación. GRIAL.

[21] https://doi.org/10.5281/zenodo.4784074

[22] García-Peñalvo, F. J., & Corell, A. (2020). La COVID-19: ¿enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior? Campus Virtuales, 9(2), 83-98.

[23] http://uajournals.com/ojs/index.php/campusvirtuales/article/view/740

[24] Garrison, D. R. (2017). E-learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). Routledge.

[25] Graham, C. R., Danaa, G., Purevsuren, T., Martínez, A., Spricigo, C. B., Camilotti, B. M., & Batsukh, T. (2023). Digital learning transformation in higher education. Education Sciences, 13(11), Article 1143.

[26] https://doi.org/10.3390/educsci13111143

[27] Gudonien?, D., Vitkut?-Adžgauskien?, D., Maskeli?nas, R., & Blažauskas, T. (2025). Hybrid teaching and learning in higher education. Sustainability, 17(2), Article 756.

[28] https://doi.org/10.3390/su17020756

[29] Huda, F. (2024). Hybrid learning models in post-pandemic higher education. Journal of Education Review and Learning, 1(1), 16-18.

[30] https://www.learningjournal.net/archives/2024/vol1issue1/PartA/1-1-4-896.pdf

[31] Li, K. C., Wong, B. T. M., Kwan, R., Chan, H. T., Wu, M. M. F., & Cheung, S. K. S. (2023). Evaluation of hybrid learning and teaching practices. Sustainability, 15(8), Article 6780.

[32] https://doi.org/10.3390/su15086780

[33] Li, Q., Hashim, S. N. A. B., Song, M., & Shen, L. (2024). The role of hybrid learning in promoting inclusive education. Education Sciences & Psychology, 10(3), Article 3357.

[34] https://www.researchgate.net/publication/390584463_The_role_of_hybrid_learning_in_promoting_inclusive_education_A_systematic_review_of_psychological_benefits_and_implementation_success_factors/fulltext/67f523599b1c6c4877841a30/The-role-of-hybrid-learning-in-promoting-inclusive-education-A-systematic-review-of-psychological-benefits-and-implementation-success-factors.pdf?_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uIn19

[35] Mekacher, L. (2022). Education 4.0: Hybrid learning and microlearning in a smart environment. PUPIL: International Journal of Teaching, Education and Learning, 6(1), 127-141.

[36] https://grdspublishing.org/index.php/PUPIL/article/view/1970

[37] Monika, Y., & Kristanto, S. B. (2024). Adapting education: Navigating hybrid classrooms in the post-pandemic era. Journal of Digital Learning and Education, 4(2), 118-129.

[38] https://www.researchgate.net/publication/383450118_Adapting_Education_Navigating_Hybrid_Classrooms_in_The_Post-Pandemic_Era/fulltext/694f97cc9aa6b4649dc543e0/Adapting-Education-Navigating-Hybrid-Classrooms-in-The-Post-Pandemic-Era.pdf?_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uIn19

[39] Morin, E. (1999). Los siete saberes necesarios para la educación del futuro. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO).

[40] Nikolopoulou, K. (2023). Self-regulated and mobile-mediated learning in blended tertiary education environments. Sustainability, 15(16), Article 12284.

[41] https://doi.org/10.3390/su151612284

[42] Parusheva, S., Bobek, S., & Sternad Zabukovšek, S. (2023). Sustainable higher education: From e-learning to smart education. Sustainability, 15(13), Article 10378.

[43] https://doi.org/10.3390/su151310378

[44] Roig, P. J., Alcaraz, S., Gilly, K., Bernad, C., & Juiz, C. (2025). Study on hybrid education in terms of space, time, language, and frameset. Education Sciences, 15(11), Article 1429.

[45] https://doi.org/10.3390/educsci15111429

[46] Rojas, N. V. (2023). Nivel de competencias digitales de los docentes de la Universidad Nacional de Asunción. Revista Científica de la Facultad de Filosofía, 18(2), 85-111.

[47] https://doi.org/10.57201/rcff.v18i2.3744

[48] Samuel, S. I. (2023). A blended institutional learning approach for higher education sustainability. SHS Web of Conferences, 156, Article 09002.

[49] https://doi.org/10.1051/shsconf/202315609002

[50] Sandoval-Benavides, V. L., Portillo-Torres, M. C., & Vásquez-Villanueva, S. (2025). Transformación digital en la educación superior desde la perspectiva internacional: mapeo sistemático de la literatura. Telos, 27(1), 184-202.

[51] https://doi.org/10.1590/1983-3652.2025.51996

[52] Santiago-Trujillo, Y. D., & Garvich-Ormeño, R. M. (2024). Competencias digitales e integración de las TIC en el proceso de enseñanza-aprendizaje. Revista Docentes, 27(1), 50-65.

[53] https://doi.org/10.37843/rted.v17i1.405

[54] Shanmugam, S. K. S. (2025). Exploring the barriers to implementing hybrid learning in rural primary schools, Cogent Education 12(1), Article e2569691.

[55] https://doi.org/10.1080/2331186X.2025.2569691

[56] Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.

[57] https://static1.squarespace.com/static/6820668911e3e5617c36c48c/t/682dadc9690ec5749004d96d/1747824073835/connectivism.pdf

[58] Tapia Huamaní, J. T., & Osorio Castillo, E. M. (2023). Competencias digitales predominantes para el desempeño docente en educación superior. Horizontes, 7(30), 2125-2145.

[59] https://revistahorizontes.org/index.php/revistahorizontes/article/view/1173/2233

[60] Tobón, S. (2021). Evaluación socioformativa: Estrategias e instrumentos. Centro Universitario CIFE.

[61] https://cife.edu.mx/recursos/wp-content/uploads/2018/08/LIBRO-Evaluaci%C3%B3n-Socioformativa-1.0-1.pdf

[62] Tobón, S., Martínez-Iñiguez, J. E., Valdez-García, J. E., & Romero-Sandoval, A. (2022). Prácticas pedagógicas y evaluación socioformativa en la educación superior mediada por tecnologías. Revista Fuentes, 24(1), 1-15.

[63] https://doi.org/10.12795/revistafuentes.2022.186

[64] Ulla, M. B., & Perales, W. F. (2022). Hybrid teaching: Conceptualization through practice for the post COVID-19 pandemic education. Frontiers in Education, 7, Article 924594.

[65] https://doi.org/10.3389/feduc.2022.924594

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