Appropriating Hybrid Teaching: Faculty Challenges in a Multi-Campus German University System

Hybrid teaching is reshaping higher education, yet faculty struggle to integrate it as a sustained instructional model. While previous research highlights barriers to hybrid teaching adoption, less is known about the institutional conditions that enable faculty to move from adoption to long-term appropriation. This study investigates faculty perceptions of hybrid teaching adoption through a multi-campus survey (<tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathrm{N}=129$</tex>), identifying key challenges related to technological fragmentation, policy structures, and competency-based training. Faculty progress through identifiable stages of hybrid teaching engagement, revealing targeted intervention needs and aligning with concepts from Carroll's Model of Technology Appropriation (MTA). This framework provides a lens for understanding institutional constraints that shape faculty progression in hybrid teaching. Based on these insights, we propose a structured institutional framework that outlines three key support areas for hybrid teaching: (1) infrastructure improvements, (2) competency-based faculty training, and (3) policy alignment to support long-term hybrid teaching integration. While this framework is drawn from case study findings, it offers a roadmap for institutional support in hybrid teaching to move beyond faculty-driven experimentation to structured hybrid learning appropriation. By bridging faculty perspectives with institutional strategy, this study contributes practical recommendations for universities aiming to ensure sustainable faculty engagement and scalable hybrid learning initiatives.