Abstract
This paper examines the problem of using hybrid educational technologies in the context of the personalized approach in adult education. The innovative use of hybrid technology in pedagogical methods allows faculty and students to communicate on a new technological level. Here it is necessary to consider the motivational component, which is one of the main driving forces in making decisions to continue learning both in the postgraduate period and in professional development. The article contains statistics from international analytical agencies, obtained from studies of hybrid educational methods. Theoretical analysis of the literature has allowed us to find out that the problem is considered widely enough by researchers around the world, which gives us the right to address the problem of hybrid learning as the main point in the personalization of the educational process in the education of the adult population.
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