Abstract
Relevance. The relevance of this study lies in the fact that in modern conditions the huge potential of constantly updated digital educational technologies is not sufficiently used in blended learning. Purpose. The purpose of the study was to rethink traditional learning in accordance with the requirements of digital time, to consider the possibilities and contradictions of online learning, as well as to study blended learning in more depth. Methodology. The research tasks involved analysing literature at the intersection of pedagogy, psychology, information technology, and technical sciences. Also, comparative analysis, modelling, and synthesis were used. As a research methodology, interdisciplinary, systemic, activity, synergetic approaches, project methods, and blended learning didactics were implemented, the results of the experiment were analyzed and its results were summarized, and the differentiation of digital resources in education was compared. Results. It was determined that a methodology for assessing the formation of general and professional competencies of students through blended learning can be achieved by creating tools for measuring expected competencies. The results of previous studies have revealed the lack of resources that can provide a link between online and offline learning, and the need to develop a blended learning design using digital communication in learning. The analysis of the process of transformation of education during the pandemic and after it revealed the lack of didactic and technological justification for blended learning. Conclusions. The study provides a comprehensive analysis of blended learning in the digital era, offering practical tools and highlighting areas for further development in educational practices. Keywords: blended learning; instructional design; digital communications; information technology; educational trends; new directions in learning; multimedia
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