Organization of blended learning in higher education institutions: individualization of learning and cognitive activity

- Засєкіна, Тетяна Миколаївна (orcid.org/0000-0001-9362-5840), Арістова, Наталія Олександрівна (orcid.org/0000-0002-0943-8039) and Павельчук, Марина Олександрівна (orcid.org/0000-0002-9677-2130) (2026) Organization of blended learning in higher education institutions: individualization of learning and cognitive activity «Наука і техніка сьогодні» (Серія «Педагогіка», Серія «Право», Серія «Економіка», Серія «Фізико-математичні науки», Серія «Техніка»)», 2 (26). pp. 842-852. ISSN 2786-6025

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Abstract

The article is devoted to a scientific and pedagogical study of the problem of organizing blended learning in higher education institutions in the context of individualizing students’ learning and cognitive activities. The theoretical foundations of blended learning as an integrative model that combines face-to-face and online components are examined, as well as its capacity to ensure flexible educational trajectories by taking into account individual educational needs, learning styles, and the pace of content acquisition. Scholarly works emphasize the role of the competency-based approach, the activation of learning and cognitive activity, and students’ self-regulation and autonomy as the main didactic mechanisms for ensuring the individualization of learning in general and learning and cognitive activity in particular. Special attention is paid to the organizational and pedagogical conditions that ensure the effectiveness of blended learning, including the use of adaptive learning platforms, e-courses with variable modules, interactive tasks, electronic portfolios, and learning management systems (LMS). It is shown that the combination of synchronous and asynchronous forms of interaction creates favorable conditions for the personalization and individualization of the educational process, stimulates the activity of higher education students, reflection, and academic responsibility. The works of international and Ukrainian scholars highlight the importance of task differentiation, interactive methods, and formative assessment in supporting individual educational (learning) trajectories. The article reveals the technological and methodological aspects of supporting the individualization of learning and cognitive activity, such as automated monitoring of academic progress, adaptive online resources, interactive platforms for collaborative work, and feedback systems that enable students to adjust their own educational pathways in accordance with their level of knowledge and professional interests. The role of blended learning in developing 21st-century meta-skills—particularly critical thinking, self-organization, teamwork, and digital literacy—is also highlighted. The conclusions confirm that blended learning is an effective tool for the individualization of students’ learning and cognitive activities; its effective organization enhances motivation, fosters autonomy, and contributes to the development of professional competence. Prospects for further research include the integration of adaptive technologies and artificial intelligence for personalizing individual educational trajectories, assessing the effectiveness of different blended learning models across disciplines, and examining their impact on the development of 21stcentury meta-skills among higher education students.

Item Type:	Article
Keywords:	blended learning, individualization of learning, learning and cognitive activity, individual educational (learning) trajectories, digital technologies, higher education, electronic educational resources, competency-based approach, formative assessment, student autonomy
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.04 Education in relation to the educand, pupil. Guidance Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Pedagogics > Department of Didactics
Depositing User:	Професор Наталія Олександрівна Арістова
Date Deposited:	10 Apr 2026 10:15
Last Modified:	10 Apr 2026 10:15
URI:	https://lib.iitta.gov.ua/id/eprint/748832

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