ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— Abstract — This study investigates the cognitive processes and adaptive strategies employed by teachers in hybrid teaching, an educational model combining face-to-face and online instruction. As technology integration in classrooms increases, understanding how teachers navigate this dynamic teaching environment becomes crucial for ensuring optimal learning outcomes. The research explores the challenges faced by educators and aims to identify effective approaches to enhance the quality of hybrid education. Previous research supports the significance of investigating teacher cognition and adaptability in hybrid teaching. However, there is a research gap in understanding the specific cognitive mechanisms underlying successful hybrid teaching practices. The study utilizes a descriptive qualitative approach, including interviews with teachers in the Tandag City Division. The findings emphasize the importance of adaptability and flexibility in the hybrid classroom, where teachers seamlessly transition between instructional modes. The study also highlights strategies to foster student engagement, such as interactive discussions, virtual group activities, and formative assessments. Effective time management and organizational decision-making are essential in managing the complexities of hybrid teaching. The research’s significance lies in providing evidence-based strategies to improve hybrid teaching methods, helping institutions meet the needs of 21st-century learners. It recommends professional development and extension services to enhance teachers’ cognitive abilities and adaptability in hybrid teaching, fostering a supportive and enriching learning environment. Through collaboration and continuous improvement, educators can optimize instructional effectiveness and contribute to the ongoing development of hybrid teaching in education. Keywords — Hybrid teaching, cognitive processes, adaptive strategies, student engagement, professional development.