The article substantiates the relevance of the use of innovative technologies and models of blended learning in the educational process in geography, due to the systematic implementation of modern information and communication tools.
 Based on the analysis of scientific research, the essence of innovative technologies is revealed: "E-Learning", adaptive learning, virtual learning, differentiated learning, individualized learning, mobile learning, "cloud" learning, online storytelling, etc.
 It is pointed out that at the present stage, during the COVID-19 pandemic and the war, distance learning (distance learning), e-learning (e-learning), modular learning (m-learning) are effectively used in various educational institutions. Thanks to the development of e-learning, a new paradigm has emerged - blended learning, as one of the effective forms of studying various disciplines, including geography.
 It has been found that blended learning technology involves the integration of the best traditional and innovative (electronic and mobile) forms of learning, which create opportunities for students to learn independently, control their pace, time and place of study. Accordingly, blended learning means the transformation of the educational process and the change of traditional pedagogical approaches to the latest. However, blended learning is a relatively new approach in general secondary and higher education institutions in Ukraine, so it creates a number of objective and subjective problems related to its component, such as online learning.
 The factors that led to the accelerated pace of implementation of distance learning elements using information and communication technologies (ICT) in the study of geography are revealed and the advantages of using blended learning in the formation of geographical competencies are substantiated.
 Blended learning technology is ideal for the formation of geographical competencies, because, firstly: geography is characterized by extensive program material, which makes learning classes too "saturated", and much of it is easy enough for self-study remotely; secondly: the subject tends to clarity (maps, maps, drawings, illustrations, tables, statistical and graphic material, collections, models, devices, videos, presentations, etc., which are usually absent in the geographical office) and without computer technology it is simply impossible to do here today; third: geography is characterized by a high motivation to apply its content in different life situations and with a skillful combination of certain technological trends in the educational process increases the independent activity of subjects in search of truth and the formation of certain geographical competencies.
 Models of blended learning technology in general secondary and higher education institutions are characterized, namely: rotational model with its subspecies (rotation by stations, rotation by laboratories, "inverted" class, individual rotation); flexible model; model of independent mixing; virtually enriched model.
 It is stated that the most relevant cloud services are valuable for blended learning while studying geography at school: Google Drive, YouTube, Bloggers, Google Forms, Google Sites, Microsoft Sway. Their possibilities in the formation of key and subject competencies of students are revealed. Free learning management systems are named, namely: Acollab, ATutor, Claroline, Colloquia, DodeboLMS, Dokeos, ELEDGE, Ganesha, ILIAS, LAMS, LON-CAPA, LRN, MOODLE, OLAT, OpenACS, OpenCartable, OpenLMS, SAKAI, The Manhattan Classroom, which can be used by teachers and lecturers in the educational process of geography. Blogs of geography teachers are presented, which are characterized by a special structure, saturation of geographical content, pedagogical innovations.
 Keywords: learning technologies, blended learning, blended learning models, cloud services.

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