The objective of this study was to examine the present landscape of research pertaining to mirror classes as documented in scholarly databases. The study employed a quantitative approach, utilising a non-experimental design to describe the phenomenon under investigation. The utilisation of the bibliographic technique involved the examination of metrics inside various databases and search engines, including Google Scholar, Base, Alicia, Scielo, Dialnet, Latindex, and Crossref, spanning the timeframe from 2017 to 2022. The findings indicate that the number of publications pertaining to mirror classes is limited to 15, with the majority (53%) of these publications being unique articles. It has been determined that Colombia and Peru are the nations that exhibit the highest publication rates in regard to this subject matter. Additionally, the most commonly occurring keywords linked with mirror classes are the internationalisation of teaching and the internationalisation of the curriculum. In conclusion, it has been determined that there is a lack of scientific publications pertaining to the study variable in both the Scopus and Web of Science scientific databases. Consequently, further investigation is required to delve into these matters and assess their implications on the quality of higher education and sustainability within the realm of virtual and hybrid education in post-pandemic university settings worldwide.