In response to the digital needs identified within the ENGIM teaching staff, a structured training pathway was developed to enhance teacher competences for implementing and managing Hybrid Classrooms. The training design was informed by an internal analysis that highlighted three key areas of need:

1. Digital Tools Mastery – Teachers required guidance in using digital platforms (e.g., learning management systems, video conferencing tools) and managing the technological setup of hybrid lessons.

2. Digital Content Creation – A strong demand emerged for training on how to produce engaging multimedia content, adapt learning materials for both in-person and remote learners, and use collaborative tools effectively.

3. Classroom Management in Hybrid Contexts – Teachers expressed the need to develop strategies for maintaining student engagement, managing mixed-presence interactions, and ensuring inclusive participation.

To address these needs, ENGIM implemented a modular training path. The program included both synchronous and asynchronous sessions, peer-to-peer mentoring, and practical workshops using the digital devices available across ENGIM centers (as mapped in the digital equipment audit).

After an initial introductory phase focused on key digital tools, the training adopted a learning-by-doing approach: teachers were encouraged to experiment with the tools directly within their own teaching contexts. This experiential learning model enabled participants to apply newly acquired competences in real-time classroom scenarios, fostering deeper understanding and immediate relevance. Through hands-on practice, reflection, and peer exchange, educators consolidated their ability to design, manage, and evaluate Hybrid Classroom activities effectively.