BLENDED LEARNING: HOW TO BALANCE ONLINE AND OFFLINE FORMATS

Abstract

The article examines the pedagogical foundations of blended learning as a modern form of educational process that combines traditional classroom instruction with online components. The relevance of the study is determined by the challenges of the COVID-19 pandemic, the wartime conditions in Ukraine, and global trends toward the digitalization of education. The paper analyzes key theoretical approaches to defining blended learning and explores its main implementation models (rotation, flex, flipped classroom, etc.). The findings of international and Ukrainian researchers are summarized, highlighting the potential of blended formats to enhance the quality of education, promote critical thinking, and foster learner autonomy. The study identifies major challenges to implementing blended learning in Ukraine, including digital inequality, insufficient teacher training, unequal access to technological resources, and difficulties in maintaining a balance between online and offline components. It is emphasized that the effectiveness of blended learning depends on sound course design, meaningful pedagogical interaction, and flexible learning environments. The article outlines directions for improvement, such as developing national standards for blended learning, enhancing teachers’ digital competence, ensuring equitable access to educational resources, and designing adaptive teaching strategies. The study concludes that a balanced integration of online and offline formats contributes to the personalization of learning, supports student motivation, and ensures the resilience of the educational process amid global and local challenges.