Exploring the Experiences and Professional Challenges in Hybrid Teaching: A Perspective from Radical Constructivism

The hybrid teaching model has emerged as a response to the challenges of contemporary education, offering a combination of in-person and online teaching modalities. This paper explores the experiences and professional challenges faced by educators when implementing this educational model within the framework of radical constructivism. Through a qualitative analysis, the study identifies the difficulties and opportunities that educators encounter when utilizing digital technologies and constructivist methodologies in a hybrid setting. The results suggest that while hybrid teaching provides flexibility and personalized learning, it also presents challenges related to teacher training, technology integration, and the adaptation of traditional pedagogical approaches. It is concluded that continuous professional development for educators and strategic planning that takes into account both theoretical and practical perspectives of hybrid teaching are essential.