The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended learning. Learning interactions designing in the process of implementing blended learning requires timely diagnosis of the level of digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the experimental implementation results of blended learning in the industrial training in sewing for intended masters. During the research, it was revealed that the most important digital competence areas for the variable learning establishment in the training of future professionals are Information and data literacy, Communication and collaboration and Problem solving. In addition, competence for area Problem solving conduce to increase the level of competence for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation and cognitive activity that occur among students using distance courses-resources learning designed for blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of implementing blended learning can make a rational choice of strategies for combining face-to-face and distance learning technologies.

The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended learning. Learning interactions designing in the process of implementing blended learning requires timely diagnosis of the level of digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the experimental implementation results of blended learning in the industrial training in sewing for intended masters. During the research, it was revealed that the most important digital competence areas for the variable learning establishment in the training of future professionals are Information and data literacy, Communication and collaboration and Problem solving. In addition, competence for area Problem solving conduce to increase the level of competence for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation and cognitive activity that occur among students using distance courses-resources learning designed for blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of implementing blended learning can make a rational choice of strategies for combining face-to-face and distance learning technologies.

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У статті здійснено аналіз вітчизняних досліджень і публікацій щодо визначення функціональних можливостей модульного об'єктно-орієнтованого динамічного навчального середовища Moodle для створення та використання дистанційних курсів, які визначено необхідною складовою процесу організації змішаного навчання. Висвітлено досвід експериментального використання дистанційних курсів у процесі викладання спеціальних дисциплін швейного профілю (основи композиції одягу, історія дизайну костюма і матеріальної культури, обладнання та автоматизація швейного виробництва). Наведено результати аналізу активності студентів за умови добровільної участі в середовищах розроблених курсів, що підтверджують доцільність їх використання як ресурсного компонента у процесі реалізації змішаного навчання під час викладання спеціальних дисциплін швейного профілю.

The paper highlights the opportunities for implementing an cross-disciplinary approach in institutions of professional pre-higher and higher education in Ukraine under conditions of decentralization. The paper aims to identify the status and prospects of implementing the cross-disciplinary approach in institutions of professional pre-higher and higher education under conditions of guaranteed academic autonomy. The following theoretical methods are used in research: analysis of scientific literature and legislative acts; synthesis, systematization and generalization of the obtained results; surveys; statistical processing of empirical data. The results. It is found out that the academic autonomy of vocational schools and higher education institutions in Ukraine is declared at the state level through the right to introduce specialties, develop and implement educational programs, independently determine forms of education and forms of organizing educational process, determine the content and curricular, provide publishing activities. The results of the survey among both vocational schools teachers and higher education institutions teachers show that the realization of the right to academic autonomy for different participants of educational process is not equal. They are most implemented for the education institutions administration, then for teachers and only then for students. It is substantiated that implementing the principle of autonomy of pre-higher and higher education institutions under the conditions of increased influence of the global labour market on education and growing qualification gap actualizes the need to introduce the cross-disciplinary approach. A survey aimed at introducing forms of cross-disciplinary education shows their above-average use in vocational schools and higher education institutions, mostly in cross-disciplinary links, combining knowledge, methods from different specialties while studying individual subjects and between disciplines in the curriculum. The direction of development of cross-disciplinary programs is the least realized in practice. Conclusions. Positive developments in terms of efficiency, productivity, quality and affordability are possible only if all the stakeholders unite their efforts as well as the staff of vocational schools and higher education institutions start to work together. The research provides the basis to assert that the strategic directions for developing educational sector in Ukraine aimed at decentralization and autonomy identified at the state level are relevant. The autonomy of educational institutions improves the quality of vocational education through the development and implementation of new specialties and specializations, the integration of educational programs within individual specialties, strengthening cross-disciplinary links at the level of content and teaching methodology.