The term “hybrid learning” may induce a sense of panic, recalling a time when students were reintegrating into a post-pandemic world, juggling virtual and in-person learning. During that time, we learned many lessons about the opportunities and challenges that hybrid learning affords. Education systems are starting to embrace the benefits, redefining hybrid learning to empower students to craft their educational journeys.�� ��

Further, the shift from lecture-based to project-based learning can involve facility-focused experiences or externally focused activities where students are immersed in hands-on, real-world scenarios. These “hybrid” solutions suggest the next generation of unique facilities.��������

We asked several building and district leaders to share their thoughts on the future of “hybrid learning.”��

Internal Hybrid Learning

Internalized hybrid learning was the focus of design at the recently completed Upper Merion Area High School in King of Prussia, Pa.��

“Upper Merion Area High School’s hybrid learning framework is predicated on the understanding that the needs of today’s learners transcend the conventional four-walled classroom,” said Principal Jonathan Bauer. “This model, characterized by ‘anytime, anywhere learning,’ integrates diverse instructional methodologies, encompassing both flexible physical spaces and virtual platforms, to cultivate students’ critical thinking, collaborative acumen, creative expression, and communication skills.”��

The SCHRADERGROUP design team was challenged to create a facility that supported “anytime, anywhere learning” through the built environment as well as through the technology and employed several strategies in support of the district’s mission:��

Large Gathering Commons��

Central gathering areas should encourage interaction and engagement among students and the public throughout the day, including before and after school and on evenings and weekends. Learning Commons provide vibrant, adaptable environments that support both academic and social needs. These non-structured “hybrid” environments encourage students to explore and develop ideas in diverse settings.������

An intentional mixture of commons spaces within academic and community areas promotes dynamic use of the facility and fosters a sense of community. Careful compartmentalization controls movement and access ensuring that areas can function independently while remaining part of the whole.��

Upper Merion’s Central Building Commons accommodates multiple functions, including dining, a learning resource area and access to academic spaces. The commons area connects to physical education, athletic and performing arts spaces, serving as pre- and post-function spaces during evening and weekends. Well-designed commons breathe life into traditionally underutilized spaces, demonstrating their versatility.����

Diversity of Space Types��

Few professions require employees to work in isolation; teamwork is essential for preparing learners for a world that demands collaborative problem solving. Educators emphasize the three R’s: rigor, relevance and relationships. Collaboration is vital to furthering these attributes for a successful learning experience.��

Today’s hybrid environments require multiple space types to support multimodal learning, characterized by flexibility through movable walls and furniture that allow students to shape space to adapt to their needs.��

Upper Merion Area High School offers traditional learning studios organized around a STEAM-based core, featuring genius bars, learning stairs and individualized breakout areas. This multifunctional space is designed to prepare students for the workplace.��

Transparency��

Transparency is central to the facility’s design, enhancing visual connection between various learning activities. Organized by department, each curricular area has access to a variety of small and large group rooms and workstations, integrated with technology, to engage students in individual and team-based projects. Perimeter learning studios are visually connected to breakout areas with ample glass panels. The academic wing is linked vertically by a 3-story learning stair, encouraging the cross-pollination of learning activities.����

Instructional Planning Areas��

The redefined hybrid experience benefits not only students but also instructors. Teachers engage in diverse activities across multiple shared venues, moving beyond the isolation of traditional “owned” classrooms. Instead, they are immersed in collaborative hubs that mirror modern workplace designs, featuring kitchenettes, conference spaces and comfortable facilities. These Instructional Planning Areas are strategically located throughout the academic wing, allowing instructors to model positive behaviors for students.��

Technology��

Upper Merion Area High School’s technology infrastructure enables “anytime, anywhere learning” by facilitating communication and broadcasting throughout the entire facility via a fully integrated audio-visual system. Instructors can teach multiple classes from a single learning studio, students can broadcast from the video production studio or performing arts spaces to various parts of the facility, and individuals can participate in online college courses seamlessly.��

External Hybrid Learning

When engaged in capacity and program discussions, Marc Bertrando, Ed.D, superintendent of schools at the Garnet Valley School District in Delaware County, Pa., suggested that high school no longer needs to be confined within four walls.����

“The modern student moves seamlessly between in-person collaboration, virtual instruction, career and technical experiences, and real-world internships,” Bertrando said. “Hybrid learning is not just about combining online and face-to-face instruction—it’s about rethinking time, space, and access to education.����

Bertrando added that personalized learning is built on flexibility and that students should have greater control over the time, place, pace and space in which they learn.����

“As schools embrace later start times, asynchronous opportunities, and a shift away from rigid seat-time requirements, we are preparing students for the dynamic, flexible world they will enter after graduation,” Bertrando said. “The high school experience must mirror the evolving demands of the workforce, fostering independence, adaptability and a personalized approach to learning that meets students where they are.”��

Sue A. Mariani, Ed.D., superintendent of Duquesne City School District Superintendent a similar academic future, noting that hybrid learning is no longer confined to the blend of virtual and in-person instruction; it is about redefining how and where students engage with content, collaborate, and demonstrate mastery. For example, through innovative programs like the World of Work initiative, Duquesne City School District aims to transform high school learning by offering students opportunities for internships and externships.����

“With the possibility of half the student body engaging in work-study or off-site externship experiences, students gain hands-on, real-world exposure to their chosen fields while still maintaining a connection to academic rigor,” Mariani said. “This approach allows students to apply classroom learning in dynamic work settings, helping them build the skills necessary for future success.”��

Mariani added that the model ensures that students are not only prepared academically but are also equipped with the practical skills, professional networks, and confidence needed to thrive in the workforce. Personalized learning pathways through hybrid instruction and work-based learning prepare students for the demands of the future job market, ensuring that they are not just college-ready, but career-ready as well.��

External hybrid learning seeks to create memorable and meaningful experiences that encourage students to make connections on multiple levels. By providing opportunities to link learning to real-life scenarios, student engagement and enthusiasm are enhanced. Leveraging proximity to local businesses and industries—as well as integrating them into the learning process—creates mutually beneficial outcomes. These partnerships can break down traditional learning barriers, cultivating a passion for lifelong learning.����

When learning can happen anywhere, the role of the school building may change significantly. Many students will engage in hands-on practice through work-study or off-site apprenticeships, reducing seat demand. Imagine K-12 education adopting the “flipped” classroom model from higher education, where reading assignments and lectures are done as homework. In-person learning is reserved for discussion, exploration and simulation, positioning teachers as facilitators rather than knowledge sources. Purposeful work will require purposeful space, but much less of it, reducing the need for general classrooms. Flexible and adaptable spaces will be crucial. Flipped classrooms and externships together may lead to smaller facilities, while delivering higher quality education.��

David L. Schrader, FAIA, A4LE Fellow, LEED AP, is managing partner of SCHRADERGROUP and a member of the ���سԹ� Editorial Advisory Board.��

Jennifer Grafton is the K-12 market segment leader for SCHRADERGROUP and has more than 25 years of experience in the industry designing educational environments.��

This article was originally published in the March/April 2025 digital edition of ���سԹ�.

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The 87,000-square-foot has been under construction since 2014 and is being built on the same site of the previous school, where 26 people were killed in a tragic shooting in December 2012. Milford, Mass.-headquartered Consigli Construction Co. is serving as the construction manager on the project, while New Haven, Conn.-based Svigal + Partners is serving as the architect. The project is scheduled for completion in June in time for the 2016-2017 school year.

Gov. Malloy said in a press conference on March 16 that the public should not see the payment cut as a slight to the school or town of Newtown. He said that his administration has been in touch with the town throughout the construction process and is well aware of the school’s progress.

Sen. Tony Hwang (R, Fairfield), who represents Newtown, said he believes that the state should continue with the payments to uphold its part of the deal. “This project is not complete and until it’s completed we want to be sure that the money is there to ensure proper compliance and proper construction completion, so it really was a frustrating exercise,” Hwang told .

Patricia Llodra, Newtown’s first selectman, however, said that the Gov. Malloy’s decision did not come as a surprise. Llodra believes that if there are unexpected financial issues, the state will address them, reported NBC Connecticut.

Gov. Malloy said at the March 16 press conference that taxpayers should be happy with the decision, adding that, “when the cost of completion is less than the initial expectation, we shouldn’t be spending that money.”

The school will feature three classroom wings, two of which are two stories in height and will overlook central courtyards. Breakout spaces in the form of “treehouses” will create alternative learning environments on the second floor. The curved entrance is also designed to leave the impression of a community embrace, with the entire building constructed to make connections with the natural landscape surrounding it. The main floor of the building is designed as a wide thoroughfare that connects the three separate wings of the school. The project will also include a new soccer and ball field.

The school’s 430 students are currently attending class at the former Chalk Hill Middle School in neighboring Monroe, Conn.
 

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