Hybrid educational technologies, combining face-to-face and online learning formats, are becoming a stable part of university practice, providing a balance between traditional interactions and the opportunities of the digital environment. This article analyzes the implementation of hybrid models in Russian and international universities, identifying their advantages—flexibility, personalization, and expanded educational opportunities—as well as key challenges: uneven technical equipment, increased cognitive load, difficulties maintaining engagement, and the need to rethink the role of the instructor. Particular attention is paid to the pedagogical design of hybrid courses, ensuring the synchronization of face-to-face and digital components rather than their mechanical combination. Prospects for development are outlined: the integration of artificial intelligence, adaptive trajectories, interuniversity cooperation, and the development of "hybrid pedagogical competence" among instructors. It is emphasized that the success of hybrid learning is determined not by technology, but by the quality of educational interaction and a focus on student needs.