Engel and Coll (2022) offer a far-reaching reflection on how hybrid environments can become an effective framework for the personalization of learning. The text begins with an analysis of the educational response during the pandemic and highlights how certain schools managed to transition toward hybrid models more effectively, thanks to prior practices of technological integration and community collaboration.
From this point, the authors define a notion of personalization that goes beyond the mechanical adjustment of content and instead focuses on recognizing the learner as an active subject capable of assigning personal meaning to what they learn.
The body of the article delves into the mediating role of digital technologies, understood as tools for connection rather than substitution. It explores different ways of using them (linking contexts, experiences, and interests) that reveal the potential of hybrid environments to diversify educational pathways and strengthen teacher support and guidance.
The argument rests on a solid empirical and conceptual foundation, integrating references to international experiences and constructivist theoretical frameworks. The authors’ perspective combines analytical rigor with an explicit commitment to equity and student participation.
Finally, the paper opens an innovative perspective by positioning personal learning environments as the central axis of hybridization. This proposal invites us to understand learning as a continuous, distributed, and self-regulated process in which the formal and informal are intertwined within the same developmental space.
Taken as a whole, the article represents a significant contribution to contemporary pedagogy—remarkable both for its conceptual clarity and for its commitment to a more flexible, situated, and meaningful education.
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How to Cite: Engel Rocamora, A., & Coll Salvador, C. (2022). Hybrid Teaching and Learning Environments to Promote Personalized Learning. RIED-Revista Iberoamericana de Educación a Distancia, 25(1), 225–242. https://doi.org/10.5944/ried.25.1.31489
