Hybrid learning and digital environments: the impact of technological innovation on the development of 21st-century skills in education.
DOI:
https://doi.org/10.70577/ASCE/2389.2408/2025Keywords:
Blended Learning, Digital Environments, Technological Innovation, 21st-Century Competencies, Complex Problem-Solving, Educational Transformation.Abstract
The research examines the effects of integrating blended learning and digital environments on the attainment of 21st-century abilities, specifically in complex problem-solving and the systemic transformation of education. The main objective was to investigate the enhancement of critical, communicative, collaborative, and creative competencies arising from the incorporation of emerging technologies into hybrid educational models in university environments. The study utilized an explanatory sequential mixed-methods approach. The quantitative phase utilized Likert-scale surveys and written assessments to evaluate the 4Cs, whereas the qualitative phase comprised semi-structured interviews and systematic classroom observations. The sample comprised 156 students from four universities, picked intentionally and representatively. Data were examined by MANOVA and thematic coding, assuring methodological rigor and validity. Results demonstrated substantial enhancements in all evaluated competencies, corroborating the notion that hybrid learning effectively promotes transversal skills. Narratives from both students and teachers highlighted the significance of digital resources in the classroom as catalysts for innovation, inspiration, and pedagogical adaptability. The study offers insights for the establishment of innovation centers centered on competency-based hybrid models, emphasizing the necessity for teacher training in digital methods and the incorporation of appropriate technology infrastructure. Ultimately, recommendations for future study encompass the execution of longitudinal studies, the adaptation of techniques to fundamental educational levels, and the assessment of specific elements within hybrid teaching and learning models.
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Copyright (c) 2025 Blanca Narciza Moreta Sánchez, César Xavier Robalino Núñez, Daniela Lucia Caiza Cañar, Edwin Marcelo Suárez Córdova, Martha Cecilia Carrasco Melo
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