HyFlex learning allows students to participate in courses through in-person, synchronous online, or asynchronous online formats. Since 2020, the HyFlex model has been implemented extensively across higher education institutions worldwide, driven by the COVID-19 pandemic and demands for greater accessibility, flexibility, and inclusivity. Despite its rapid uptake and transformative potential, research in this area is spread across varied contexts, disciplines, and study designs, leaving educators and administrators without a consolidated understanding of benefits, challenges, and implementation strategies. To address this gap, this paper presents a comprehensive scoping review of HyFlex teaching and learning literature from 2020 to 2024, synthesizing findings from 71 peer-reviewed articles to inform current practice and guide future research. This review spans studies from 10 countries, including Australia, Canada, China, Indonesia, Israel, New Zealand, the Philippines, South Africa, Spain, and the United States, and encompasses 16 subject areas: business, communication arts, cybersecurity, design thinking, education, engineering, foreign languages, health administration, leadership, mathematics, pharmacy, physical education, statistics, STEM, technology, and tourism. The findings articulate a wide range of benefits and challenges for both instructors and students. For instructors, HyFlex facilitated the development of technical and workplace skills, provided flexibility in course delivery, supported community building, and permitted the inclusion of international guest speakers. For students, the model offered increased flexibility, increased access to courses, enhanced engagement and interaction, fostered autonomy, and helped develop skills required in the modern workforce. However, the implementation of HyFlex learning is not without challenges. Instructors reported difficulties in adjusting pedagogical approaches, managing multiple modalities, achieving mode-neutrality, navigating technological challenges, maintaining consistent communication, building community, handling high workloads, and obtaining institutional support and training. Students faced challenges related to technology, adjusting to the new HyFlex format, communication and collaboration, building community, mode-neutrality, time management and self-regulation. In synthesizing these findings, this scoping review provides a foundation for refining HyFlex practices and suggests directions for future research to optimize this dynamic learning model.

Keywords: HyFlex, Technology, Education, Scoping Review.