Abstract
Blended learning under martial law makes it possible to create an educational process that takes into account the individual needs of students, develops their critical thinking and helps to ensure a high level of learning outcomes, thanks to the creative approach of the teaching staff. The success of blended learning implementation depends on the creativity and pedagogical skills of the teacher. The purpose of the article was to study the experience of implementing blended learning, to study its didactic principles of implementation in educational institutions and to study its characteristics. The study involved an analysis of scientific literature, including articles, dissertation research, books and conference proceedings. The didactic foundations for the implementation of blended learning at the present stage are the achievement of learning outcomes by defining clear educational objectives; organisation of the educational process in the interests of the intellectual development of students on the way to implementing a personal educational trajectory; introduction of innovative teaching methods for the development of professional competence and relevant professional qualities of future specialists. At the same time, it was stated that the educational and methodological framework for the implementation of the educational process is not sufficiently developed, which creates the following problems: a significant burden on teachers due to the careful planning of each stage of the lesson, selection and systematisation of educational and methodological materials, methods and forms of work, which contributes to increased anxiety of both teachers and students. The results of this study can be used by educational institutions to optimise the process of implementing blended learning, especially in martial law
Keywords
general secondary education institutions; vocational education institutions; higher education institutions; blended learning; students; educational technologies; educational process
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