Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Conference Paper Faculty Publications- Conference Papers Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Prakasha, G.S.; Guzman, Maria Carolina Ordenes; Lapina, Maria Title A name given to the resource Rising from Covid-19: Hybrid Teaching Experiences of University Teachers Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2025 Source A related resource from which the described resource is derived Lecture Notes in Networks and Systems;Volume;1616 LNNS;pp.389-405 Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.1007/978-3-032-04365-8_38" target="_blank" rel="noreferrer noopener">https://doi.org/10.1007/978-3-032-04365-8_38</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105019533763?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105019533763?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Prakasha G.S., School of Education, Christ University, Karnataka, Bengaluru, India; Guzman M.C.O., Pontificia Universidad Catolica de Chile, Santiago, Chile; Lapina M., North Caucasus Federal University, Stavropol, 355017, Russian Federation Description An account of the resource COVID-19 pandemic has affected higher education all over the globe. The unprecedented situation has brought changes in teaching at universities. Universities across the world decided to teach online. By the time, teachers hone online teaching Skills Universities resorted to hybrid teaching. Teachers are oblivious to hybrid teaching and had situational anxiety. In spite of all teachers started their hybrid classes. The present study assumes transtheoretical model for hybrid learning derived from ecosystem theory. Recent research is yet to capture the hybrid teaching experiences of university teachers amid COVID-19. The present study employed qualitative research method to capture in-depth understanding of hybrid teaching experiences. Study interviewed eight University teachers to understand the hybrid teaching experiences and applied interpretative phenomenological analysis (IPA) to interpret the interview data. The findings of the study emerged with themes and sub-themes describing hybrid-teaching experiences and listed major challenges faced by them. Few of the challenges are handling online and offline students group simultaneously, technology integration to classes, technological barriers, and COVID-19 anxiety. Study recommends more research in the area for broader understanding of nuances of hybrid teaching. Nevertheless, to find solution to the challenges faced by the teachers while conducting hybrid classes. The Author(s), under exclusive license to Springer Nature Switzerland AG 2025. Subject The topic of the resource COVID-19; Higher education; Hybrid teaching; New normal; University teachers Publisher An entity responsible for making the resource available Springer Science and Business Media Deutschland GmbH Relation A related resource ISSN: 23673370; ISBN: 978-303204364-1; Language A language of the resource English Type The nature or genre of the resource Conference paper Rights Information about rights held in and over the resource Restricted Access; Hardcopy may be available in the library Format The file format, physical medium, or dimensions of the resource online