The purpose of the article is to present the results of a study of the possibilities of an integrated approach to the introduction of blended learning in higher education. The issue of applying new forms of creating the educational process is still relevant. The pandemic has intensified the discussion around the variety of software tools and methodological techniques that are used in distance and blended learning. At the same time, the normative, technical and psychological limitations of their application remain, and the very concept of blended learning is still being refined. The article summarizes the theoretical developments on the issue of blended learning, emphasizes the relevance of the problem of its implementation, specifies the stakeholders and their positions, and formulates proposals for options for teaching in a blended format.Materials and methods: the first part of the article was written in line with a review study, namely, a quantitative analysis and comparison of the content of scientific publications on the topic under study. To prepare the second empirical part, the authors conducted a survey of students on popular options for the implementation of blended learning, the results of which were processed by systematizing the collected data, working with specialized software products, Internet sources, and graphical presentation of the results.Results. Internal and external stakeholders in the implementation of blended learning in higher education have been identified. It is emphasized that with the unity of the goal - improving the quality of the educational process - their requirements are somewhat different and form a peculiar set of tasks that should be taken into account when introducing blended learning, with the unconditional priority of the positions of a lecturer and a student. Based on the bibliometric analysis of the definition of “blended learning”, a rapid increase in the number of publications on the topic is shown, which clearly illustrates the interest of the pedagogical community. The data characterizing the opinion of students about the introduction of blended learning are given. To improve the efficiency of the educational process, it is proposed to use integrated solutions for the implementation of blended learning in higher education, taking into account the opinions of all interested parties, and above all lecturers and students.Conclusion. The results of the study contribute to the specification of directions for further work to improve the practice of introducing and using blended learning by higher education institutions.

The rapid spread of modern computer and communication technologies resulted in some global problems in society, including the adoption and rejection of such technologies in education. The COVID pandemic forced a widespread use of modern-style communications between tutors and students but unsolved problems still exist and will exist in the post-COVID era. The main goal of the paper is to find the potential borders of using modern technologies for students learning economics and business management in Russia. The authors conducted the survey in March of 2021 in the Yaroslavl Region, Russia. The main finding of the paper is the necessity of limiting the use of computer technology. The main reason for such limits is a possible decrease in students’ health and the quality of education. All the results gained by the authors are applicable in the practice of organization of educational processes for students involved in economics and business management. Probably, the results may be inapplicable for students of other fields such as medicine, art, engineers, etc.