The basic question that comes with the design of hybrid learning settings is what options there are to link face-to-face learning spaces with digital learning environments. Other questions associated with this include changes in the role of teachers or the structuring of learning phases, but how to deal with technical possibilities and their use are also central questions. The specific goals in this project are: Education management level: Development of quality standards for hybrid learning settings: The development of new learning arrangements and their integration into the institution immediately raises the question of quality development and its security. While quality assurance measures are already standard in traditional learning settings, the majority of facilities for hybrid learning arrangements that are currently possible are still missing. The quality of educational offerings can be determined by the quality of pedagogical processes. Hybridization has brought about a change and expansion of pedagogical processes, which makes it necessary and sensible to re-examine the criteria and indicators for successful education.
Managing digital transformation by improving hybrid learning scenarios and training teachers and other educational staff so that quality guidelines and technical implementation options can be developed. To involve the program managers, lecturers and participant levels in an exchange and by pooling expertise through a strategic partnership with a transnational partner. The corona pandemic has immensely accelerated the digitalization of learning processes in adult education. For many teachers and participants, switching to digital learning settings was a leap into the deep end. Especially at the beginning, the main thing was to be able to provide learning opportunities at all; a lack of technology and infrastructure was taken into account, as was one-sided pedagogical and access or didactic preparation. Hybrid learning arrangements in particular, i.e. a combination of face-to-face and synchronous online lessons, in which some of the learners take part in the course on site and another part online regardless of location, should be converted into innovative and permanent learning offers.