Hybrid teaching, which integrates traditional in-person learning based on students’ perspectives where online learning offers a flexible approach to education, combines the benefits of technology with face-to-face interactions. Moreover, teaching and learning in a hybrid way met several challenges for both teachers and learners, including technological problems, time management, communication difficulties, and assessment complexities. This systematic review investigates six main research questions: (1) What pedagogical frameworks are used in hybrid teaching and learning? (2) How can we enhance students’ engagement in hybrid teaching and learning? (3) What is the impact of technological integration on hybrid learning scenarios, both for students and teachers? (4) How do training and support measures influence the willingness and ability of university teachers to implement hybrid teaching formats? (5) How do formative assessment and feedback methods in hybrid learning environments enable teachers to effectively monitor student progress and provide tailored support? (6) How does the implementation of hybrid learning affect student learning outcomes? This study identifies the following key themes: technological integration, pedagogical innovation, faculty support, student engagement, assessment practices, and learning outcomes. Our contribution of this literature review is related to teaching and learning by showing teachers the most appropriate way to avoid the challenges encountered when teaching in a hybrid way. These include strong technology integration, innovative pedagogical strategies, strong academic development and support, active student engagement, effective assessment practices, and positive learning outcomes.

Sustainable and technology-enhanced learning (TEL) plays a crucial role in supporting learners with dyslexia by providing accessible, personalized, and inclusive educational experiences. The case study discusses learning challenges of students with dyslexia due to both pedagogical and technological factors. Traditional teaching methods that rely heavily on text-based instruction can make it difficult for them to process and retain information. Many digital tools and learning platforms are not designed with accessibility features like text-to-speech or dyslexia-friendly fonts, making it harder for dyslexic students to engage with content. A lack of individualized instructional approaches, such as multisensory learning or adaptive learning technologies, can hinder their progress. Additionally, inadequate teacher training on dyslexia-friendly strategies can result in ineffective support in the classroom. The aim of this paper is to identify the most appropriate pedagogical and technological aspects and their applicability to the development of tools for dyslexic learners and to elucidate the most effective way of learning according to needs. This paper presents a case study on the learning object design to overcome dyslexia barriers and improve the quality of students’ learning.

Recently, a growing number of Higher Education institutions have started to implement challenge-based learning (CBL) in study processes. However, despite the growing Higher Education attention to challenge-based learning, research on the method, especially in Engineering education, has not been extensively conducted and made publicly available to the community of researchers and teaching practitioners. To bridge this gap, this paper provides a case analysis of implementing challenge-based learning in a Master’s degree program for engineering students, aiming to highlight the main aspects of combining challenge-based learning and Sustainable Development Goal 11 (SDG 11), namely sustainable cities and communities. The findings are consistent with previous CBL studies revealing positive benefits of implementing the method; however, the paper adds novelty by showcasing the learning pathways that emerge to learners and teachers when CBL is implemented in an SDG-11-focused course.

Lack of guidelines for implementing distance learning, lack of infrastructure, lack of competencies, and security-related problems were the challenges met during the pandemic. These challenges firstly fall on the administration of a higher education institution. To assist in solving the challenges of the pandemic for the administration of a higher education institution, the paper presents several models for the organization of the processes of distance learning. These models are as follows: a conceptual model of distance learning, a model of strategic planning of distance learning, a model of the assessment before the start of distance learning, a model of the preparation for distance learning, and a model of the process of distance learning and remote work. Student profile, lecturer profile, organizational environment, assessment, and planning of the infrastructure of information and communication technology (ICT), assessment and planning of the virtual learning environment, and assessment of distance learning competencies of participants of the study process are also considered. The developed models are based on five main processes of instructional design, i.e., analysis, design, development, implementation, and evaluation. The models provide guidelines for the administration of higher education institutions on the preparation and delivery of distance learning during the pandemic. The models were validated by 10 experts from different higher education institutions. The feasibility of the data collection instrument was determined by Cronbach’s alpha coefficient that is above 0.9.

The pandemic period in education brought many challenges to all organizations. The activities of the higher educational institutions are being affected and the situation can last for a longer time. Under these circumstances, it is important to shift to online learning and improve educational processes through all organizational levels. The organizations had to assure appropriate distance or remote learning process by identifying their opportunities, meeting challenges, and identifying the sustainable quality factors for remote or distance learning. This study aimed to map and test the factors that influence online learning success in the pandemic situation in higher education in one of the European Union countries, Lithuania. Factors analyzed and presented in the paper are the quality of institutions and services, infrastructure and system quality, quality of courses and information, and online learning environment. Data were collected through surveys by distributing questionnaires and interviews. Authors are providing the main criteria for successful education based on administrative positions and design makers of the educational organizations. The article summarizes the interviews of 15 respondents from the three Lithuanian higher education institutions and how their informants met changes, opportunities, and identified quality factors addressed to the successful learning and teaching process during a pandemic period.

Artificial intelligence (AI) and related technologies have become important components of the digital economy and affect core areas of our increasingly technologically networked lives. Specific AI technology can support diverse learners and how AI is used in particular in the context of Adult Education to provide a more inclusive and flexible learning environment. Artificial intelligence has been changing education for a long time now, and it is becoming more pervasive in our lives. The authors analyzed many advantages of using AI as an educational tool, such as increasing student engagement by improving grading accuracy by automatically scoring essays with machine learning algorithms. We present a case on how wireframes can be used in website design. Several existing tools have been examined, and their ability to generate interfaces from sketches has been explored. Creating wireframes, prototypes, design mock-ups, and layouts followed the web development process and is now a significant part of website development in engineering education. The paper aims to give the direct opportunity to observe examples of AI wireframes for engineering education.