Flexible hybrid pedagogical approach in the educational reality of Latin America: a post-pandemic systematic review

Llave-Angulo I.L.; Vásquez-Tarazona C.E.; Vargas-García D.M.; Masuda-Toyofuku V.R. · Clio. Revista de Historia, Ciencias Humanas y Pensamiento Critico. (2026) · DOI: 10.5281/zenodo.20798991

Resumen

Hybrid learning has emerged as an innovative and disruptive pedagogical approach worldwide and in Latin America, characterized by its flexibility and adaptability. The purpose of this article is to identify, through a review of the literature, the main themes related to the flexible hybrid pedagogical approach in Latin America in a post-pandemic context. A systematic review was conducted using the PRISMA methodology for the search process, resulting in a total of 20 articles. The results show a surge in research on the topic during 2025. Two main themes were identified in the literature: HyFlex as a learning model and the implementation of the flexible hybrid pedagogical approach for dynamic learning in Latin America. It is concluded that, although there is clear interest from the scientific community in studying the implementation of this approach in Latin America following the COVID-19 pandemic, the literature is quite scarce when compared to studies conducted globally. Despite this reality, the flexible hybrid pedagogical approach has been gaining ground to establish itself as a disruptive educational model for the region.

Instituciones: Universidad Nacional Mayor de San Marcos