The COVID-19 pandemic has demonstrated the promise of distance education using digital technologies. For Ukraine, this method of education has gained additional importance, since after the beginning of the unprecedented for the 21st century. Russian military aggression, the appeal to distance education technologies has become relevant. The purpose of the article is to analyze digital distance learning platforms, determine their effectiveness and prospects for further use. The work uses general scientific research methods (analysis, synthesis, induction, deduction). At the same time, the research is based on the principles of generalization, specification and abstraction. With the help of the comparison method, it was possible to compare the use of digital distance learning platforms in Ukraine, the USA and Saudi Arabia, where specific empirical data are presented. The research also used the axiomatic method, which provides for the ascent from theoretical statements (axioms) to specific conclusions. The conclusions concluded that distance learning is cheaper and more productive because it leaves more time for students to improve themselves and implement their own projects, and for teachers to conduct scientific work. The example of Saudi Arabia shows that a large number of students can be reached through the use of digital technologies and distance learning. This experience is useful for Ukraine. It is recommended to develop digital technologies of distance education in Ukraine, because its use will make it possible to save budget funds, guaranteeing the maximum involvement of teachers and students in the educational space.

Кдирова Інеш Осербаївна-заслужена артистка України, доцент, доцент кафедри музичного мистецтва Київського національного університету культури і мистецтв (Київ, Україна).