BLENDED LEARNING MODELS IN PHILOLOGICAL EDUCATION: CHALLENGES AND PROSPECTS

Abstract

This article explores the integration of blended learning (BL) models in philological education as a transformative approach to teacher training and digital competence development. Drawing on recent literature, including Ashraf et al. (2022) and Sobchenko and Vorozhbit-Horbatiuk (2022), the study examines both the pedagogical prospects and challenges of BL implementation in philology. Findings highlight that blended learning enhances student motivation, autonomy, and digital literacy while aligning educational practices with European and international standards. However, the success of BL depends on sound instructional design, teacher training, and equitable access to digital tools. The article concludes that blended learning represents not only a methodological shift but also a cultural transformation in philological education, fostering innovation, inclusivity, and interdisciplinary collaboration.