This qualitative multiple case research looks into the domain of hybrid learning within the higher education environment of Chengdu, China, with the goal of developing a conceptual model that thoroughly elucidates classroom management approaches. As educational institutions increasingly incorporate hybrid learning methods, academic leaders and lecturers play critical roles in navigating this changing pedagogical environment. The study looks at the experiences of 15 people from three different institutions in Chengdu. Using a non-probability sampling strategy, this research investigates the numerous characteristics of classroom management via in-depth interviews. The data is rigorously analysed using ALTAS.ti, a qualitative data analysis tool. The results highlight five critical features of classroom management techniques: (a) technological infrastructure; (b) pedagogical adaptations; (c) student engagement and interaction; (d) classroom management strategies; and (e) institutional support and policy. These elements serve as the basis for a conceptual model that provides a comprehensive knowledge of how academic leaders and lecturers improve the efficacy of hybrid learning. The study's findings provide useful insights to the wider discussion of blended learning, providing recommendations to educational practitioners, policymakers, and academics. This study extends our knowledge of classroom management approaches by contextualizing the results within the growing landscape of hybrid learning, enabling the creation of personalized solutions to maximize the hybrid learning experience in the chosen institutions of Chengdu, China.