Dynamics of hybrid teaching: exploring the implementation and effects of active methodologies in public education

Abstract

This research examines blended learning and active methodologies in public education, focusing on the challenges and potentialities of their implementation. The central issue investigated was the integration of these innovative pedagogical approaches in the public education context and the barriers faced in this process. The main objective was to analyze how blended learning and active methodologies can be effectively incorporated, considering their benefits and limitations. The methodology adopted was a literature review, allowing for a comprehensive analysis of previous studies and related theories. The results indicated that, despite challenges such as the lack of infrastructure and the need for teacher training, blended learning and active methodologies have the potential to increase student engagement, improve academic performance, and develop essential skills. Furthermore, future trends suggest an evolution of these approaches, with an emphasis on personalized learning and inclusion. The final considerations highlight the importance of addressing implementation issues, access, and teacher training for the effectiveness of blended learning in public education.