The elements that we knew in the Universities in which large groups of students were summoned ceased to be operable. The systems based on face-to-face and distance education were strongly ascending but at a slow pace. The present study had the purpose of recognizing the context, scenarios and challenges experienced after the pandemic confinement that give way to the consideration of moving from the traditional classroom to hybrid education. For this purpose, a non-experimental, exploratory, descriptive and quantitative research was carried out under a conceptual, theoretical and observational methodology, which allowed the application of an instrument with validity and reliability that measured, according to the criterion of perception. The results show the achievements expressed by the students, where they highlighted the degree of contribution of the didactic strategies, as well as the contribution to the comprehension, analysis and debate, emphasizing the collaborative conception and that an adequate personalized feedback was provided by the teacher. The great challenges to be faced in relation to the implementation of a hybrid classroom model, let's consider transforming an educational model into a hybrid one that allows to effectively harmonize both face-to-face and distance students, with the support of online materials and resources. Considering the factor of opportunity and equity towards students, finally the latent threat of insufficient resources that generates uncertainty for proper academic planning.