Hybrid Education & Learning Recovery

What happens when technology becomes the solution—but students don't have equal access to the conditions needed to succeed?

As schools closed, education systems around the world turned to remote and technology-supported learning. In Brazil, schools experienced some of the longest closures during the pandemic, creating an urgent need for alternative approaches to education.

One response was the expansion of hybrid education—combining technology-mediated learning with other forms of instruction.

But this raised an important question:Does providing technology automatically create equitable learning?

Providing computers, tablets, and internet connectivity is an important first step.

But students also need: Without these pieces, technology can potentially reproduce or increase existing inequalities rather than solve them.

Brazil was one of the countries that kept schools closed for the longest period during the pandemic. Combined with the lack of coordination from the Ministry of Education, this meant that each education system sought solutions within its own capabilities, sometimes implementing solutions without adequate pedagogical or structural preparation. This created confusion and new interpretations of practices related to hybrid education. Investing in curriculum architecture, connectivity, and ensuring access to computers/tablets is essential for designing hybrid education without increasing inequalities.

The policy recommendations emphasize that hybrid education should move beyond simply providing devices and connectivity.

Schools and policymakers should consider:

Curriculum
How is learning designed for technology-supported environments?

Accessibility
Can all students meaningfully participate?

Learning Opportunities
Are students given different ways to learn, lead, and solve problems?

Teacher Support
Do educators have the preparation and tools necessary to use technology effectively?

The policy brief includes work by:

Shirley Adubofour — Alumni, Stanford Graduate School of Education

Guilherme Lichand — Professor of Education, Stanford Graduate School of Education

William Sang Woo Kim — Alumni, Stanford Graduate School of Education

Fernanda Yamamoto — Researcher, IEA USP

Bruno Ikeuti — Master's graduate, University of São Paulo