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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 rapid development of technologies and their application in all branches of the economy calls for digitalization of education as a prerequisite of improving the quality of vocational training. Digital technologies in their turn allow to diversify the mode of training according to the needs arising under various circumstances. In some countries like Australia and Canada, online and blended learning are the only possibly form of training due to learners’ remotedness to schools. But as recent experience shows, introduction of online education was the only way out to sustain it under the conditions of the COVID-19 and now by the wartime and absence of access to educational facilities. In this was, the necessity of digitalization of education is constantly growing together with its increasing range of applicability. Now all production processes and processes of the service sector are under the influence of digital technologies, because modern machines are operated by computers. Modern military equipment is also digitally based and operated. Thus, working in modern industries and services requires a high level of digital literacy, which presents a challenge for the system of vocational education. Under modern conditions, irrespective of their positive or negative origin, vocational schools (VS) should be ready to train specialists for various spheres of industry capable of working with constantly changing digital technologies. This fact puts forwards certain requirements to digital literacy of both students and teachers, who have to cooperate through digital devices and software to attain the set educational goals. All these circumstances require the equal level of digital literacy of both teachers and students to provide educational institutions with the latest material base and digital resources.

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The authors present the results of the research carried out in the 2016/2018 academic years among 338 students earning BA in the English language and literature regarded in our study as future philologists. Experimental work was conducted at four higher educational institutions in Ukraine. The aim of the study was to find out the influence of open educational resources for learning English on the development of future philologists’ instrumental values. We used methods of mathematical statistics, computer data processing and a descriptive method for interpreting experimental data. The authors theoretically substantiate and practically prove the efficiency of the use of open educational resources for learning English which influence the development of future philologists’ instrumental values necessary for adequate evaluating own activity and meeting various real-life and professional challenges. These open educational resources are The Internet Encyclopedia of Ukraine, Encyclopedia Britannica, The Cambridge History of English and American Literature, Learn English. The results obtained in the experimental and control groups are compared and conclusions on the efficiency of the use of open educational resources for learning English in the educational process of higher education institutions in the context of development of future philologists’ instrumental values are drawn.