The increasing adoption of Blended Learning (BL) models in Brazilian education, particularly after the COVID-19 pandemic, has led to diverse approaches and inconsistent implementations. Motivated by this scenario, this study aimed to analyze how BL has been conceptualized and applied across different contexts. A Systematic Literature Review (SLR) of studies published between 2013 and 2022 was conducted, followed by a hierarchical clustering process to identify conceptual similarities. As a result, five distinct BL models were identified: Integrated, Connected, Intra-school, Team-Based, and Highly Tutored. These models were synthesized into a Conceptual Structure, which was subsequently organized into conceptual frameworks to support educators’ decision-making. To explore the applicability of the proposed structure, three of the identified models were implemented in 8th-grade classrooms in a Brazilian public school in Minas Gerais. Each group experienced a different BL model over a five-week period, and students were evaluated using performance measures, Likert-scale self-assessments, and statistical analyses. The results indicate higher levels of student engagement and academic performance in the Team-Based model when compared to the other two models, while the Intra-school model, although supported by existing school infrastructure, showed limitations in fostering student autonomy and participation. The findings indicate that there is no single hybrid learning model applicable to all contexts. Its effectiveness depends on pedagogical alignment, technological infrastructure, and students’ profiles. The study provides a practical conceptual framework and empirically grounded references to guide teachers and educational managers in implementing hybrid learning in Brazil.
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