Blended learning and professional competence in higher education

Abstract

The study investigates the effectiveness of blended learning in the professional training of future educators within higher education institutions. The aim is to empirically verify the impact of an integrated educational environment based on blended learning on the formation of professional competencies. A mixed-methods research design was employed, combining theoretical analysis, empirical data collection, and statistical validation. Professional competence was assessed across motivational, content, and activity criteria, with levels classified as high, average, and low. Following the implementation of the blended learning-based integrated educational environment, substantial improvements were observed in the experimental group. At the formative stage, the proportion of students with a high level of competence increased to 49.9% in EG compared to 19.8% in CG, while the low level decreased to 11.3% in EG versus 23.6% in CG. The average level in EG decreased to 38.8%, indicating a shift toward higher competence levels. The findings demonstrate that the implementation of a blended learning-based integrated educational environment significantly enhances the professional competence of future educators. The study provides empirical evidence supporting the integration of digital and traditional learning formats as a means of improving higher education quality.