The emergence of telepresence robots in recent times has brought about a substantial change in the higher education sector by providing innovative ways to fill the gaps in hybrid learning settings. Hereby, we examine the advantages of telepresence robots over conventional teleconferencing solutions. This paper illustrates how telepresence robots create social presence and improve student engagement, especially for those unable to attend physical classrooms for extended periods, by highlighting the significance of robotic embodiment and making hybrid learning inclusive by giving more control over how remote students can participate. We followed the ADDIE design model and created a 13-week-long synchronous hybrid learning course where remote participants were used to telepresence to actively engage in learning. We adapted the learning environment and learning process to create a dynamic and engaging learning environment using an inclusive approach. The paper contributes to improving the quality of hybrid learning.