In-person, hybrid or distance education: which modalities prevail in different countries?

Abstract

The study analyzes the predominance, advantages, and challenges of face-to-face, hybrid, and distance learning modalities in higher education in the post-pandemic context, considering different national and international realities. The main objective was to understand how these modalities have consolidated, which factors drive or limit their adoption, and how they influence student preferences and institutional strategies. The research adopted a qualitative, descriptive approach, based on a bibliographic and documentary review, covering publications between 2020 and 2025 obtained from scientific databases and institutional reports. The analysis was structured around three axes: the global overview of the distribution of modalities, the consolidation of hybrid education as a trend, and the evaluation of preferences and challenges in higher education. The results indicated that, although face-to-face learning maintains high acceptance, especially due to social interaction and academic engagement, hybrid education has shown continuous growth, favored by technological advances, flexibility, and personalized learning. However, it was identified that the effective adoption of hybrid and distance learning depends on adequate infrastructure, access to digital resources, and teacher training. It was also found that the convergence between student preferences and institutional strategies is not uniform, as it is influenced by pedagogical, socioeconomic, and cultural aspects. The study concludes that the planned integration of modalities, supported by public policies for digital equity and investments in teacher training, enhances the quality and scope of education, contributing to the democratization of access and adaptation to the contemporary demands of higher education.