The development of meaningful learning is a permanent task in the educational world, however, currently this is a great challenge for teachers and students, as they need to be prepared for optimal performance both in face-to-face spaces and in virtual spaces, and their combination, emerging hybrid education as an encouraging proposal to achieve the training objectives. For this reason, the present theoretical research aimed to carry out an epistemological systematization on meaningful learning in search of routes for its development in hybrid classrooms. The main results are specified in an epistemological reconfiguration that reveals a new field of action of meaningful learning called meta-regulated learning, which is made up of three configurations: 1. Metacognition, 2. Selfregulated learning and 3. Collaborative-dynamic learning, connoting the dimension: meta-reflective competence. The theoretical model presented seeks to provide guidance to both basic and higher-level teachers in hybrid education to achieve the anchoring of knowledge in their students.