The rapid growth of modern technologies has facilitated the emergence of hybrid learning as a specially designed training system that combines face-to-face learning and remote phase. Since this teaching mode is relatively new to university English language instructors, there is an urgent need to investigate ESL teachers' perceptions of hybrid learning at university level. Therefore, the purpose of this pilot study is to analyse the teachers' self-assessment of TPACK (Technological, Pedagogical and Content Knowledge) as an important prerequisite of successful incorporation of computer technologies and I-tools into a curriculum, and consider advantages and disadvantages of hybrid learning in university teachers' working environments. The analysis of quantitative and qualitative data has revealed that teachers have high content, pedagogical and pedagogical content knowledge whereas technological knowledge and technological content knowledge appear to be lower. The latter can be explained by the lack of information support and relevant digital classroom equipment in their educational institutions as it was indicated in the list of disadvantages. At the same time, the teachers' responses have shown that advantages (a student-centred approach, an easy access to learning materials and assessment criteria, a wide range of online tools to learn English) outnumber the disadvantages. In general, the ESL teachers' perceptions of hybrid learning are positive. However, they need to improve their technological knowledge and technological content knowledge. Also, better-equipped classrooms could create more favourable learning environments. Positive changes in these spheres could lead to the more effective implementation of hybrid learning in teaching English at university level.

Abstract. The prospects and mechanisms of social and economic evolution of higher education market in Ukraine under the conditions of the European integration policy are outlined. The main problems of adaptation of management in the field of higher education in Ukraine under the conditions of implementation of European administrative norms and transformation of educational system on the basis of increasing commercialization of educational services are revealed. In this connection, the compliance of the specialty offered by the educational institutions with the needs of the labor market is analyzed. It was emphasized that the mechanisms of social and economic evolution of the market of higher education in Ukraine should lie in the formation of the entrepreneurial climate at higher educational institutions, which is achieved by: the possibility of personal independent funding of the educational process by entrants; bringing the specialities offered in the educational market up to the demands and expectations of the domestic and international labor markets; aefficient combination of education with science and production. The process of development of educational credit as an additional source of financial provision for the production of educational services in the system of higher education is researched. The problems connected with providing competitive higher education are determined, and also ways of their solution are offered. The results of the research will contribute to the formation of an effective transformation of the higher education system during the implementation of the European integration strategy, based on the commercialization of educational services and the results of intellectual work. The practical value of the research is to use the results of research in educational, research and practical activities in determining the role and place of the market of educational services in the economic system in the process of European integration.