Hybrid and blended learning in higher education learning institutions: A critical literature comparative review between developing and developed countries

Résumé

Blended and hybrid learning are now the main digital transformation strategies used by colleges and universities around the world. However, these methods work differently in different parts of the world. The critical literature review evaluates the effects of these models on student participation and educational results and technology adoption in both developed and developing educational settings. The worldwide growth of digital education methods faces research challenges because scientists have not conducted enough comparative studies about how different learning environments affect student results and technology adoption. The review integrates research findings from peer-reviewed studies between 2017 and 2025 through the combination of constructivism with the Community of Inquiry framework and diffusion of innovation theory. The research team found 32 qualifying studies through their systematic searches of the Scopus and Web of Science and ERIC and Google Scholar databases. In developed regions, students benefit from blended and hybrid learning because they have access to strong digital infrastructure, their institutions are prepared, and their teachers receive ongoing professional development, which leads to better student involvement, teamwork, and academic success. Research from developing areas shows that ongoing barriers prevent successful implementation of digital solutions because of weak internet connections, insufficient digital tools, and limited educational resources. Research results indicate that blended and hybrid educational models achieve success through the interaction of three critical factors, which include technological accessibility, faculty skill level, and institutional backing. The review ends with the conclusion that digital ecosystems need to be strengthened alongside pedagogical capacity before technology adoption can lead to successful blended learning for all students worldwide.  Academic institutions should provide continued instructional design support, guarantee that staff workload models recognize the demands of multi-modal teaching, and promote interactive learning methods.