Bridging the Digital and Traditional: Redefining Teacher Competencies for Hybrid Education
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https://doi.org/10.65164/y72g4291##semicolon##
Online and offline teaching, teacher competencies, digital pedagogy, hybrid education, 21st-century skills, professional development, blended learning, COVID-19 and education, educational technology, teacher adaptability.Annotatsiya
The rapid evolution of educational environments, accelerated by the COVID-19 pandemic, has underscored the urgent need for a redefinition of teacher competencies that effectively bridge online and offline teaching. This study explores the theoretical and empirical dimensions of modern teacher qualifications, focusing on the digital skills, pedagogical adaptability, and professional development required to navigate hybrid educational contexts. Drawing upon contemporary literature and comparative analysis, the research examines how teachers can balance face-to-face and virtual instruction while maintaining educational quality and student engagement. The findings highlight that beyond technical proficiency, effective teaching in both modes demands critical soft skills such as communication, flexibility, and emotional intelligence. The study also emphasizes the role of institutional support and continuous training in fostering teacher readiness. Ultimately, this research advocates for a competency-based framework that empowers educators to thrive in dynamic, blended learning ecosystems, ensuring resilience and relevance in a post-pandemic educational landscape. The study explores the redefinition of teacher competencies in hybrid educational contexts, emphasizing the need for a balance between digital skills, pedagogical adaptability, and professional development to effectively bridge online and offline teaching. The study aims to explore the theoretical and empirical dimensions of modern teacher qualifications, focusing on the digital skills, pedagogical adaptability, and professional development required to navigate hybrid educational contexts.
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