Inclusive education usually focuses on including a diverse range of students while neglecting to focus on an equally important stakeholder: instructors with disabilities. Additionally, instructors with disabilities are rarely represented in inclusive education research. This longitudinal participatory study documents diverse instructors’ lived experiences in remote and hyflex education, during, transitioning and “after” the Covid-19 pandemic.

Hyflex education provides the flexibility to choose between virtual or face-to-face experiences or remote and collated interactions. This approach grew during the transition out of the COVID-19 pandemic lockdown to harness positive affordances of different modalities to increase inclusivity and accessibility. Current practices and three models of hyflex execution are documented in this report.

Hyflex interaction comes with challenges communicating, coordinating and collaborating across environments. Codesigned interventions addressing these challenges are presented in this report. The effectiveness of coordination and collaboration can be understood through Tomesello’s concept of shared intentionality, which is when people have joint attention and intention during interactions.

A developed model mapping shared intentionality, through (inter)action and information flow in hyflex environments, is presented. The implications of an abundance or scarcity of information and action within this model is discussed as (the coined term) shared intentionality black holes. Shared intentionality black holes refer to the complete inability to foster shared intentionality, thereby inhibiting effective interaction in hyflex environments.