Hybrid teaching and learning have been a research focus since 2018, gaining prominence during COVID-19 and continuing in the new normal. This approach, integrating ICT infrastructure, combines face-to-face and online modes to enhance resilience, sustainability, adaptability, and student-centred learning. Lázár et al. (2022) categorize hybrid teaching into three models: teachers and some learners in the same physical space while others connect remotely; all learners in the same space with the teacher remote; and some learners in the physical space with the teacher and others online. Hybrid learning offers flexibility, reduced infrastructure needs, technological integration, enhanced collaboration, and improved engagement. Few practical frameworks exist to design effective hybrid environments. Notable ones include the Smart Hybrid Learning Method, Mlotshwa et al.’s constructivist framework (2018), Kentel’s Hybrid Teaching of Drawing Framework (2020), and UNESCO’s HELA framework (2023). However, these focus on students and curriculum rather than teacher design and implementation. The Hyb-IT-up Project addresses this gap, providing guidelines categorized into generic, contextual, and transformative competences. A systematic literature review and co-design workshop identified 45 guidelines, emphasizing inclusivity, interaction, collaboration, digital resources, and practical work. This project aims to support educators in creating effective hybrid learning environments, fostering resilience, sustainability, and inclusivity in education.