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Transforming hybrid learning spaces in higher education: digital technology integration and the role of socio-material and embodied spaces across the pandemic timeline
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DOI：10.1080/07294360.2025.2503821.png)
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Abstract
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This paper explores the dynamics of hybrid learning spaces in Higher Education (HE), focusing on the integration of Digital Technologies (DT) and andragogical learning design to co-create socio-material spaces, emphasizing the evolution of these learning environments before, during, and after the COVID-19 pandemic. This research, conducted at a Mexican university within the Master's in Educational Research program, investigates how DT can transform HE spaces by fostering the interaction between connected, embodied, and socio-material spaces. We analyzed how the integration of DT affects the configuration and perception of hybrid learning spaces, and we developed an andragogical model that facilitates effective teaching and learning considering socio-material, connected and embodied spaces in hybrid learning modalities. The study employs a mixed-method approach, integrating quantitative (CAPPLE and TPI questionnaire) and qualitative (semi-structured interview). The findings suggest that DT enables the creation of enriched learning environments that support high-quality and inclusive education. This transformation involves rethinking the physical and digital configurations of learning spaces, emphasizing the importance of multi-directional interaction, adaptability, and personalization of learning. This paper argues that the thoughtful integration of contemporary technologies and innovative educational policies is essential for transforming learning spaces in today's HE landscape.
Keywords:
Digital technologies
learning spaces
higher education
educational policies
hybrid learning
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