It is proved that in the conditions of the information society, the analysis of platforms and tools of open education and the use of leading information and communication technologies is important. The article discusses conceptual foundations of "open education" as the successor to the conventional education system. The basic characteristics of open education are considered. The purpose of the article is to systematize and determine the essential characteristics of the world's leading platforms and tools for using information and communication technologies in educational institutions in the process of modernizing the education system in Ukraine. The main object of research is an open education system. The methodology of the study consists of such methods as: the method of historical research, generalization, expert assessment, the questionnaire method, analysis and systematization. The article systematizes and characterizes the world's leading approaches to the use of information and communication technologies in educational institutions in the process of modernizing modern educational systems in accordance with the latest requirements of the information society. The necessity of high-quality filling of the system of "total computer literacy" and total digitalization of the national education system by introducing modern platforms and tools of open education, cloud services, modern technical equipment and software, the entry of the national education system into the global educational space at the institutional, environmental level is substantiated and personal level. It is concluded that today, in relation to the modernization of the national education system, our state faces the difficult task of ensuring that the basic approaches, principles and tools of the educational process meet the requirements of the transition to the era of the information society. The main platforms and digitalization tools of open education are considered. Based on the expert assessment methods and the questionnaire method, the most optimal methods of open education were chosen for higher educational institutions of Ukraine.

The article highlights the new approach to teaching a foreign language to medical students as a reasonable mixed method of traditional teaching and the use of modern technologies. Teaching process at higher medical educational institutions is based on innovative didactic technologies, mechanisms and procedures. Many theories suggest implementation of combined classroom and online teaching called blended or hybrid learning. The aim of this investigation is to develop practical recommendations for successful integration of blended learning with traditional teaching medical students at the Danylo Halytsky Lviv National Medical University. Web-based technology stimulates and promotes self-learning, keeps the learner at the centre of the learning process using personality-oriented and technology-mediated approaches. E-learning promotes autonomy and motivates students to learn throughout the life performing specific tasks before or after classroom learning. The research involved 47 groups of students studying General Medicine at Danylo Halytsky Lviv National Medical University (602 second-year students, 2017-2018 academic year). The experiment consisted of 40% of e-learning and 60% of classroom teaching. Assessing performance, we concluded that students' academic performance results improved from 15% to 23% depending on the language skill due to the integration of blended learning strategies into the teaching process. Blended learning also assists students to choose and interpret required tasks, to assess cases related to future medical profession, and to apply compulsory information, which requires proficiency and practical skills.

In the article the systems of continuing pedagogical education in Great Britain, Canada and the USA have been characterized. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the common and distinctive features of the systems of continuing pedagogical education in Great Britain, Canada, the USA. The legislative and normative framework of teachers’ CPD in Great Britain, Canada and the USA has been highlighted; the levels of the systems of continuing pedagogical education have been presented; the main functions of these systems have been determined; the key models, forms and methods of teachers’ CPD have been defined. Foreign and domestic scientists have studied the teachers’ CPD: teacher leadership (T. Bush, M. Clement, D. Jackson, D. Pavlou, R. Venderberghe), models, forms and methods of teachers’ CPD (L. Chance, A. Hollingsworth, D. Ross, E. Villegas-Reimers), non-formal teachers’ CPD (J. Scheerens). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

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In the article the theoretical framework of public school teachers' continuing professional development (CPD)