Hybrid classrooms are transforming higher education, yet gaps persist between student expectations and existing learning environments. This study leverages evaluation and feedback to enhance hybrid learning by addressing both student needs and faculty challenges. It presents a structured framework integrating infrastructure modernization, pedagogical support, and policy alignment to create adaptable classrooms.

A multi-campus study at DHBW analyzed student surveys and faculty feedback, mapped to Carroll’s Model of Technology Appropriation. Findings reveal that students struggle with power accessibility, seating ergonomics, and unreliable technology, while faculty face fragmented infrastructure, insufficient training, and policy constraints.

To address these gaps, a three-phase framework is proposed:

1. Foundation: Improve ergonomic design, infrastructure, and accessibility.
2. Integration: Implement essential technologies (smartboards, interactive tools, seamless connectivity).
3. Innovation: Introduce AI-driven personalization and VR-enhanced learning.

Three key pillars support scalable hybrid learning:

• Infrastructure modernization: Standardized hybrid classrooms.
• Competency-based faculty training: Pedagogical and technological integration.
• Policy reforms: Teaching incentives and GDPR-compliant platforms.

Success depends on cross-departmental collaboration, phased implementation, and faculty recognition, while challenges include resistance to change, funding disparities, and balancing innovation with foundational needs. Piloted in DHBW’s All the DHBWorld is One project, this replicable model advances hybrid learning innovation through stakeholder co-design and measurable outcomes.