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Summary In recent years, rapid technological advances and the Covid 19 pandemic have revolutionized education. One significant change has been the rise of synchronous hybrid learning environments, where face-to-face and online modalities seamlessly merge. Understanding the central role of instructors in this evolving landscape is critical to tailoring professional development programs, removing barriers to teaching, and improving instructors' well-being. In addition, the findings can help education policymakers and administrators effectively integrate this innovative approach into diverse learning environments. This master’s thesis aims to bridge the gap by systematically analyzing available research on the instructor's role in synchronous hybrid learning environments. Two primary research questions were explored: RQ 1: What instructors' experiences in synchronous hybrid learning environments are reported in the currently available literature? a) Which kind of support do instructors desire? RQ 2: What competencies do instructors need to acquire in order to teach in a synchronous hybrid learning environment? A thorough search was conducted in the Web of Science electronic database to address these questions. From the pool of articles meeting the inclusion and exclusion criteria, nine were selected for detailed examination. The data analysis entailed meticulous extraction and synthesis of information derived from the results of the selected articles. The systematic review revealed that instructors in this learning environment encountered various challenges and experienced negative emotions while handling multiple roles and adapting to new assessment methods. Notably, the absence of in-service training on effective lesson planning and institutional support significantly impacted instructors' performance. Regarding the essential competencies, the study identified three key skill dimensions: Technical Skills (addressing technical issues and managing hybrid classrooms), Pedagogical Skills (fostering engagement and implementing instructional strategies), and Organizational/Logistical Skills (designing well-structured courses and promoting student-centered learning). Contextual influences, such as cultural norms, should be considered when interpreting the results. Despite its limitations, this study offers valuable insights. It is a starting point for understanding instructors’ challenges and the essential competencies they need to teach effectively in synchronous hybrid learning environments. The findings are relevant to university education, continuing professional education, organizations, leaders, and educators seeking to support instructors and address challenges in this technology-enhanced educational environment.