During the last decades, the reflected and needs-based digitalization of teacher education has often been framed as a desiderate (e.g. Godau & Ahlers, 2019; Buchborn & Treß, 2023; Buchborn et al., 2022). Yet, these demands harshly contrast the few figures known about digitalization in German universities of music, and thus about music teacher education: as surveys throughout the pandemic have shown, only around 40% of the artistic teaching staff intend to use digital media beyond the pandemic (Hammerich & Krämer, 2021, p. 313, Brunner et al., 2021, p. 5). Thus, long-lasting effects on the digitalization of music teacher education cannot be expected.Against this background, three hybrid learning arrangements (Kerres, 2024) have been developed for one-on-one lessons in the subjects applied and jazz piano, both in the context of music teacher education. Based on extensive documentary design research (Buchborn, 2022) on the students’ and teachers’ needs (Endres, 2025), every format combines aspects of digital and presence teaching (Endres, in review). The poster will display the three concepts’ final design principles after three cycles of development:(1) The ‘lesson videos’ concept involves students recording segments of their face-to-face lessons with mobile phones. This enables them to document teacher demonstrations on the piano or collaborative music-making phases, facilitating subsequent review. (2) The objective of the ‘tutorials & video diaries’ concept is to stimulate students’ reflection on their learning process. Students are instructed to either record the steps they have taken for themselves in a video diary or to process them in a tutorial for others. (3) The ‘learning platform’ concept entails the provision of extensive materials by a teacher to their students via an online platform. These materials can be incorporated into lessons or used by students for self-study.