The study focuses on the pedagogical conditions for the introduction of blended learning technologies. Blended learning is a combination of classical live face-to-face learning with learning mediated by computer and other technologies. Approaches to the definition of “blended learning” have been analysed. The author has described the main advantages of blended learning. The range of problems associated with the introduction of blended learning has been studied. The author has also analysed the criteria of the blended learning system effectiveness. Teachers of Ukrainian HEI have been surveyed concerning the process of introduction of blended learning technologies. The general assessment of blended learning technologies according to the teachers of HEIs has been clarified. Blending distance learning platforms used by teachers have been determined. Most often, teachers use Zoom, Moodle and Google Class. The peculiarities of HEI teacher’s adaptation to the blended learning conditions have been studied. Almost half (48%) of respondents stated they had problems in adapting to blended learning conditions. The most common problems of teachers in the conditions of the blending distance learning have been described. It has been found that teachers most often encounter problems related to the processes of distance communication, as well as lack of experience and necessary knowledge. Respondents’ points of view on the possibilities of assistance in the form of methodological developments and in the online format have been analysed. A set of measures aimed at improving the pedagogical conditions for the introduction of blended learning technologies has been developed.

Technologization and informatization of society create new ideas about the process of higher education and its results, which cannot be achieved in traditional education. The introduction of new technologies, the creation of information and educational environment, the involvement of active learning methods, design and distance technologies open new prospects for improving the efficiency of the educational process. At the same time, the shortcomings in using new technologies, especially distance learning, reduce the productivity of learning due to the unusualness and the need to adapt both sides of the educational process. Real communication, emotional contact, use of material objects and devices are an integral part of effective mixed education. These shortcomings can be overcome and the productivity of the educational process can be increased through the introduction of blended learning, which allows combining the advantages of traditional (full-time) and distance education, rational use of study time, increase student prepairing through the optimal ratio of online and classroom activities. Mixed learning systems have already been implemented in the West, the results of existing research confirm the high efficiency of this model of education, which opens a new space for both students and teachers, bringing the effectiveness of higher education to a new level. However, such a result is possible only if the whole list of technical and pedagogical requirements to which this article is devoted is satisfied. The article examines the basic requirements for the effective functioning of mixed learning in higher education. The components of pedagogical competence of the teacher, which are necessary for the implementation of the system of mixed learning, are identified and the potential ways of their development are given. The advantages and disadvantages of mixed learning in the current state are listed.