Editor’s Note: Another version of this article originally appeared on our sister-site Commercial Integrator on Sept. 16, 2026. It has since been updated for My TechDecisions’ audience.
For several years, “hybrid” became shorthand for the changing higher education classroom. It captured an urgent need to connect students inside the room with those joining remotely, and institutions moved quickly to make that possible.
Since then, the classroom experience has kept evolving.
An instructor might teach entirely in person, bring remote students into a live discussion, record a lecture for students to revisit later, or extend a course into an overflow space elsewhere on campus. Hybrid still matters, but it is now one of several learning modalities institutions need to consider.
That changes the AV conversation. Campuses are making infrastructure decisions that may stay in place for years, even as teaching practices continue to change. The challenge is building spaces that can adapt without adding complexity for the people using and supporting them.
Start With the Learning Experience
Classroom specifications often begin with the room itself: its size, layout and primary use. Those things matter, but they do not tell the whole story.
The more useful conversation is about the experiences that may need to happen in that space over time. A room can serve one purpose most days and still need to support something different as courses, instructors or student needs change.
As those scenarios multiply, the infrastructure should not have to multiply with them. A common foundation can support in-person teaching, remote participation, capture and other learning experiences without introducing a separate technology stack for each one. It can also reduce the support burden on AV and IT teams. With more unified device management, teams can monitor and manage rooms remotely rather than treating every space as a separate environment.
Interoperability is critical here. Operating systems, conferencing platforms, content tools and room technologies increasingly overlap in the teaching experience. When those systems work cleanly together, institutions have more freedom to adapt without creating another isolated workflow.
The physical design can still vary widely. A lecture hall will have different requirements than a seminar room. But the experience can remain familiar enough that faculty are not relearning the technology every time they enter a different space. Starting or joining a session, sharing content, and controlling audio and video should work consistently across campus. Over time, that consistency builds muscle memory and gives faculty more confidence using the technology.
Flexibility Has to Work for Faculty
That consistency matters because flexible learning can create a real burden for instructors when it is not designed well.
In conversations with institutions, we have heard faculty describe the challenge of creating one experience for students in the room and another for students online. Supporting both at the same time can make an already demanding teaching environment even more difficult.
Small design decisions matter. How quickly can an instructor begin class? Does remote participation change the way they have to teach? Can they move naturally through the room, or does the technology keep pulling them back to a lectern or control panel?
This is where thoughtful room design and platform-level choices add real value. A system can technically support a feature and still create a poor teaching experience. Looking at the room through the instructor’s workflow can reveal problems that a feature list will not.
Design With Change in Mind
The same principle applies to long-term infrastructure decisions.
Cabling, connectivity, platform compatibility, device management and room controls may not be the most visible parts of a classroom project, but they can determine how easily that room changes later. A choice that works for one use case today can become a constraint when the institution needs something different.
Whether they are part of the institution or an external partner, integrators bring practical experience with how design decisions play out during deployment, support and future refreshes. They understand where complexity tends to accumulate and which choices are difficult or expensive to undo later.
That perspective is most valuable early.
AV teams, IT teams, faculty, students, integrators and technology partners all bring different priorities to learning-space design. Bringing those perspectives together earlier creates a better chance of building around the learning experience rather than a fixed technology stack.
Higher education classrooms are supporting more ways of teaching and participating than they did a few years ago, and that mix will keep changing.
The opportunity for integrators is to help institutions build adaptable infrastructure that evolves alongside the learning experience.
Jay Lyons, Principal Product & Portfolio Manager, Education, Logitech
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