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The popularity of hybrid teaching, which blends on-campus and online instruction to cater to students both physically present and engaged remotely, has surged in response to the COVID 19 pandemic. Students, having adapted to online learning during the pandemic, now desire the flexibility it offers. As educational institutions transition back to on-campus education, students continue to advocate for online study options. Recent research studies highlight the growing prevalence of hybrid teaching. Thus, this paper aims to present current research insights into hybrid teaching in higher education and pinpoint areas for future research.

The paper begins by identifying the key themes addressed in articles on hybrid education/teaching published between 2018 and 2024, systematically gathered from the Scopus and Web of Science databases. Following this, a discussion is conducted on the advantages and disadvantages of hybrid teaching. Among the benefits identified are enhanced accessibility and inclusion, increased student attendance, improved quality of students’ life, health safety, lower costs for commuting, individualized learning, or attracting new students’ groups.

Conversely, studies also highlight various pedagogical, social, and technological challenges associated with hybrid teaching. Teachers face heavy workloads due to the need of course redesign, and higher cognitive load when managing hybrid classes. Furthermore, challenges encompass communication hurdles, difficulties in monitoring student progress, as well as potential unfamiliarity with interactive teaching designs. Challenges further include technical difficulties arising from poor infrastructure or technical problems, as well as issues of data privacy and surveillance. Students also encounter difficulties, such as reduced interactions, altered social dynamics, a diminished sense of belonging and motivation. Online-only students are particularly at risk of disengagement, leading to feelings of isolation and impeding the development of essential soft skills. Challenges related to equitability and parity of experience between on-campus and online students can affect relationship building and social cohesion within the cohort.

Based on the analysis of previous research findings, the paper concludes by identifying areas for future research in the field of hybrid teaching. These include explorations into online students' sense of belonging, the social dynamics and performance comparison between online and on campus students in hybrid learning environments, and the identification of specific teaching and learning activities where hybrid teaching is most effective or less beneficial. Additionally, there is a need to address questions related to equity and parity in student experiences in hybrid education, considering who benefits and who may face disadvantages. Furthermore, future research is recommended to delve into the assessment of audio quality, acoustic testing, and the evaluation of spatial impacts on the learning environment in the hybrid settings, as well as to examine more thoroughly ethical considerations related to students' privacy, surveillance, and data usage.