No Ways Tired

This study aims to promote the development of vocational education in our country energetically. The analysis is followed by introducing the course of development on vocational and technical education in Britain and summarizing the successful experience of vocation in our country with strengthening the funding and legislation for the state of vocational education as well as putting forward suggestions for reform and innovation of education to improve the system of certificates.

A threefold approach is taken to provide understanding about the experiences that women of color have faced in their entry and upward advancement into administration in higher education institutions. The three overarching frameworks are historical, sociological, and organizational or institutional. The historical approach divides the chapter into three parts: the past (1960–1989), the present (1990–2010), and the future (2010 and beyond). Within these three time periods, major societal forces at work (during the specific time frame) will be used to help explain the extent and type of access women of color had within society's formal institutions. Since specific focus of the book/volume is on women of color in higher education, the third major tread is to reveal what and how university and colleges did to provide greater access and upward mobility for women of color or how such institutional action helped to impede.Part I: The past shows that since and due to the Civil Rights Movement, women of color were preoccupied with access into higher education as students, faculty, and administrators. The past could rightly be termed the age of Tokenism (1960–1989). During the start, there were too few qualified women of color to be competitive for entry into faculty roles, let alone administrative positions. However, scarcity in numbers does not provide a full picture as to the slow access and low numbers. Instead, society's view was faulty, overly simplistic, and its intervention strategies hurt more than helped the situation. Particularly, the general thinking was that institutions were fair and okay, the problem lay with persons of color; they were disadvantaged in many ways, so they could not compete adequately. However, this one-sided view was biased and placed many unnecessary barriers for women of color and maintained favoritism and control for white males.Part II: The present (1990–2010) demonstrates that progress by institutions of higher education (IHEs) to include women of color into administration was better but still unnecessarily slow and remained inadequate. While the initial strategies of affirmative action and blaming the victim for their plight were insufficient in the past, dynamics in society changed drastically in the present stage. Primarily, business in the United States, because of world competition, looked inward and out of necessity fundamentally reengineered itself. This one sweeping social dynamic caused traditionally discriminated groups to call for higher education to examine itself. In so doing, institutional racism was exposed and emphasized. No longer were women of color having to fit the white male mode for acceptance, and the customary “rites of passage” were questioned and altered, along with other practices. With a larger qualified pool of women of color due to past efforts, and to a larger extent a more level playing field in higher education, women of color enhanced their status. More importantly, the stage is now set for a much brighter future.Part III: The future promises to be better for all: women of color, higher education, future generation of students, and society. Even though the conditions higher education institutions are facing are more difficult and the negative trends likely to persist, women of color can make great advances provided they capitalize on the events and assume some different roles. Specifically, it is proposed that women of color should actualize their natural leadership styles of participatory and transformational; they act as agents of change; and make a concerted effort to mentor and network younger women of color. Underlining the promise of a better future is that women of color know how to overcome hardships and they are better able to redesign institutions, change outdated practices, and shape the future of IHEs to fit the new paradigms. To date, on a microlevel this is what they have done to be personally successful, surely they can work on the macrolevel to make for stronger and effective IHEs.

Purpose: development of recommendations for the study of security-oriented disciplines by students of higher educational institutions. Methodology: Analysis and generalisation of research results regarding the need of higher education students to study security-oriented disciplines. Results: In the conditions of modern warfare, knowledge and understanding of security issues are of critical importance for students of technical specialties. It helps them to be aware of the threats and risks associated with armed conflict and make the right decisions to ensure personal and collective security, and provides the necessary knowledge and skills to effectively respond to emergencies and save lives. Therefore, in the article: information on the state of higher education in Ukraine until February 2022 has been studied and summarised; the need of students of higher technical education to study security-oriented disciplines during the war was investigated; an expert survey was conducted among students who are studying for the Master’s and Bachelor’s degrees of two higher technical educational institutions – the State Higher Educational Institution “Donetsk National Technical University” and Kyiv National University of Construction and Architecture. It was established that about eighty percent of the respondents are in favour of mandatory study of security-oriented disciplines during martial law, as an opportunity to ensure their own safety and the safety of others, help others and be useful in war conditions. A new concept of civil security education in higher technical institutions under martial law from the point of view of studying individual disciplines is proposed, which consists of the following: improvement of training plans for higher education applicants. recommendations for students of technical higher education institutions to study the following disciplines (in order of priority): “Life safety”, “Occupational safety”, “Fire safety”, “Civil protection”, “Environmental safety”, “Psychology of hazards”. Mandatory courses for students on pre-medical care, psychological help for themselves and others, military training should be introduced. Scientific innovation: a scientific approach has been developed to clarify the new concept of civil security education in higher technical institutions under martial law. Practical significance: the results of the work can be used in the preparation of educational plans for applicants of higher technical educational institutions.

The paper summarizes the experience in higher education institutions financing, substantiates the trends in their financial support models diversification. The study systematizes approaches to the organization of higher education institutions financing under market conditions and reveals their advantages and disadvantages in terms of the effects at the level of an individual and society as a whole. It defines tools and models of the financing under orientation on demand, supply and strategic purposes of the national development. The study proves the need to substantiate the rational balance of individual and social effects in higher education institutions financing, which can be achieved through a combination of market self-regulation and state regulation of the higher education services market. The system of methods was used in the study, namely: monographic – to define the research aim and conclusions, the method of theoretical generalization of foreign and domestic scientists was used to critically analyze the existing approaches to the organization of financing the work of agricultural education higher institutions. General scientific methods of cognition, such as analysis and synthesis, induction and deduction, systemic integrated approach, were used to systematize the models of financial support for higher agricultural education institutions and to generalize the conclusions. The paper substantiated that the state should take leading positions in higher education institutions financing. The role of state funding in ensuring sustainable development of agricultural education higher institutions has been identified considering the specificity of educational services and their role in ensuring sustainable development of the agricultural sector of the economy and rural areas. It is argued that the current conditions of free economic development and challenges the institutions face requires focusing on consumer demand and adjusting their educational services through prompt updating the changing educational programs based on modern research, attracting a larger number of stakeholders in the financing model formation. The modern tendencies typical of the market of educational services determining the expansion of the participants of the organization of financing the higher education institutions activity, are considered. The importance of financing elements focused on the innovations development, the role of which will grow in the future, especially in the form of competitive and targeted financing is revealed. It is proved that the results-based approach to the organization of financing also reduces the risks of macroeconomic inefficiency and contributes to reducing the information asymmetry. The obligatory presence of the state in the organization of research funding in higher education institutions is justified due to the positive impact of research on educational services quality and increases their value for an individual and society. The paper considers options for market-oriented higher education financing and the state's demands in terms of the concept of management, public and private funding methods, the education fee. It is established that the changing conditions of the market of educational services require a revision of targets for state funding due to the following factors: increased number of foreign students, use of information and communication technologies, increase in the integration of higher education institutions nationally and internationally. Key words: higher education institution, higher agricultural education, concepts of higher education institution management, methods of free economic education financing, sources of higher education institutions financing.

Reviewed by: Men of Color in Higher Education: New Foundations for Developing Models of Success ed. by Ronald A. Williams David Pérez II Men of Color in Higher Education: New Foundations for Developing Models of Success Ronald A. Williams (Editor) Sterling, VA: Stylus Publishing, LLC., 2014, 159 pages, $32.50 (softcover) Although students of color have experienced gains in college access, men of color continue to be underrepresented at US postsecondary institutions. Efforts to address these concerns have focused primarily on Black men, which has resulted in at least three unintended outcomes: a dearth of research about other men of color, the premature assertion that Black women are achieving more favorable educational outcomes, and essentialism regarding the plight of students of color. Men of Color in Higher Education addresses these concerns by introducing readers to feminist theories and asset-based perspectives aimed at ensuring that all men of color—Asian American and Pacific Islanders (AAPI), Black, Latino, and Native American—succeed in college. This book makes a substantive contribution to discourse about men of color in higher education. In the opening chapter, Gordon and Henery provide the underlying theoretical framework for this book by re-theorizing how patriarchy undermines men of color in the United States. Whereas patriarchy is “the force that has claimed masculinity as the sole property of the male body and how it should be expressed and lived . . . patriarchal masculinity encompasses a set of White heterosexual capitalist values, orientations, and expectations that men [of color] negotiate” (p. 7). Stated differently, patriarchal masculinity intersects with racism, sexism, and other forms of oppression to structure the lives of men of color and our understanding of this population. These authors illuminate how patriarchal masculinity situates Black men in competitive relationships of dominance and subordination with women as well as other men. Their analyses of the crises facing Black men reveals how the problems men of color face in society stem from patriarchal masculinity and how concerns about Black women are often dismissed. The next two chapters focus on AAPI and Native American men, populations that have received less scholarly attention, with the exception of a report published by The College Board (2010). In chapter 2, Teranishi and Pazich critique the categorization of men of color as a monolithic community and emphasize the need for research that addresses the heterogeneity among AAPI males. Contrary to other men of color, specifically Blacks and Latinos, AAPIs are often characterized as model minorities because of their perceived success in the United States. The authors use intersectionality as a theoretical lens to deconstruct this stereotype by analyzing census data on the educational attainment of AAPI students. Their critical analysis illuminates disparities among AAPI students based on gender, ethnicity, and generational standing. In addition to debunking the model minority stereotype, they draw attention to AAPI ethnic groups, such as Cambodians and Laotians, in need of further support in higher education. Bitsóí and Lee, in chapter 3, interrogate the role ahistoricism plays in concealing the deleterious effects of colonialism, patriarchy, and genocide on Native Americans. Similar to AAPI populations, ahistoricism has perpetuated stereotypes about Native Americans, which [End Page 309] have contributed to a lack of awareness of indigenous histories. These factors partially explain why Native Americans continue to be one of the most underrepresented, misunderstood, and underserved student populations in higher education. Recognizing the value of indigenous perspectives, Bitsóí and Lee draw on Tribal Critical Race Theory and Native feminist scholarship to explore how Native American men cope with heteronormative patriarchy and intergenerational trauma. Although the authors present a sobering historical portrait, they highlight the potential of Native American Studies, organizations such as the National Indian Youth Leadership Project, and Tribal colleges and universities in educating young men and reconstructing the Native American community. Before deploying feminist methodologies in the study of Latino male collegians in chapter 4, Sáenz and Bukoski revisit existing notions of masculinity. They provide an overview of feminist movements, acknowledging the significant contributions of Black and Chicana feminists, and juxtapose these movements with the masculinist movement. Although Sáenz and Bukoski acknowledge the risk inherent in using feminism in men’s studies, they illustrate how theories such as materialism and...

The article purpose is to introduce important theoretical items of training future agrarians in higher education institutions (HEIs) taking into account the views of modern scientists (Ukrainian and foreign) on professional education and training as well as outlining the priorities of higher agricultural education in Ukraine based on the experience of Great Britain.The methodology is introduced by different methods (analysis, synthesis, observation, description) of the research.There are research results in the paper. The literature on the study subject was analyzed and the theoretical ground of agricultural education and training (namely the definitions of training, vocational education, vocational education and training, professional education, agricultural education, training future agrarians in HEIs), were clarified and generalized. The ideas about the nature of agriculture, its importance in modern society, and approaches to agricultural education were cleared up. It was pointed out that the aim and tasks of training future agrarians were correlated with the needs of sustainable agriculture, labor market and human resource development. The aim of the training of future agrarians in higher education is identified as the formation, development and practical application of a wide range of knowledge and skills which are mastered in different subject areas related to agriculture, taking into account such factors as climate change, sustainability, food safety requirements, etc., oriented the professional and personal development of human resources. The priorities in the field of higher agricultural education in Ukraine according to the current national and international tendencies were detected.Conclusions: there is the interrelation between the agriculture and professional education and training in HEIs; clarifying the principle terminology provides an important theoretical precondition for future agrarians training in HEIs; the outlined priorities of higher agricultural education in Ukraine focus on economic, social, and individual aspects and take into account national and international achievements.

There are many complex decisions that must be made among the board of governors within institutions of higher education. Recent headlines on the decisions of trustees regarding campus closures and consolidations, program cuts, and presidential appointments have put a spotlight on the individuals responsible for making such decisions. This study examined how trustees of public 4-year institutions in the state of West Virginia perceive the value of their professional backgrounds and experiences in fulfilling their governance responsibilities. Using an explanatory sequential design, this study investigated how trustees’ professional experiences shape their decision-making processes through the theoretical lenses of sensemaking theory and Bolman and Deal’s organizational frames. This study specifically explores what professional experiences trustees highlighted as most important to decision-making in the trusteeship, and what gaps in knowledge that trustees perceive for themselves in their higher education roles. Key findings reveal that trustees used a variety of mindsets, informed by their professional background and experiences, to interpret and frame their governance decisions. This research identifies specific professional experiences that contribute to trustees’ perceived efficacy in the role as trustee, as well as specific knowledge gaps within their higher education roles. This study contributes to the existing scholarship on trustees by providing practical insights into how trustees’ professional backgrounds and experiences influence their sensemaking processes and decision-making approaches. These findings offer valuable implications for trustee selection, orientation, and development of the trustees of West Virginia’s public institutions of higher education.

The article reveals the peculiarities of dual education of students in higher education institutions in Germany. To solve the set goal, the following research methods were used: theoretical: analysis of pedagogical literature, normative documents, materials of periodicals on the research topic; structural-logical analysis and systematization; comparison of different views on the problem; generalization. It has been established that the dual form of education in Germany has the right to be chosen by students who study full-time or in other forms of education and have expressed a personal desire and passed the selection process at the employer. In Germany, the following models of dual higher education are presented: higher education with integrated professional (vocational and technical) education (Ausbildungsintegrierendes Duales Studium). This is higher education combined with professional and technical (professional) education. That is why this model is covered by the Vocational Training Act. A special feature is the combination of training in a higher education institution and in a vocational and technical education institution, as well as in a company, where the applicants are in the status of a "student" and not an intern or an employee of the enterprise; higher education with integrated practical training (Praxisintegrierendes bzw. kooperatives Duales Studium). This is the most widespread model in Germany, which involves long-term practice at the company as an intern/trainee. The alternation of periods of stay in an educational institution and in a company depends on many factors, including the type of vocational training; higher education with integrated professional activity (Berufsintegierendes Duales Studium).This is a combination of education and professional activity. Thanks to the dual education model, Germany provides permanent training of qualified young professionals who study with an orientation to the existing needs of enterprises, that is, after receiving a dual education, young people have good employment prospects. Therefore, dual education plays an important role in effectively overcoming youth unemployment. At the same time, the combination of efforts of the state, educational institutions and the economy corresponds to the basic principles of the social market economy, where the state creates the necessary for the free development of the economy. We see the prospects for further exploration directly in the study of the possibilities of applying the experience of dual education in Germany in the system of higher education in Ukraine. Key words: dual education, institutions of higher education, experience of Germany.

In this chapter, Telles and Mitchell provide a brief historical overview of campus climate issues beginning with the 1980s, provide information about the 2017 Student Experience in the Research University (SERU) survey, and present racial campus climate data. The issue of negative campus climates for students of color in higher education institutions across the United States has been well documented and many resources have been dedicated to programming and initiatives to address these negative environments. As the SERU data used for this descriptive article show, however, perceptions of and experiences with a negative campus climate continue to be an issue. The authors discuss the disconnection between programming meant to change campus climate and the actual outcome of this type of programming, as well as other possibilities that may begin to truly address campus climate issues for students of color in higher education.

Relevance. There is a need for a systems analysis of the history and current state of the Kharkiv State Academy of Culture (KhSAC), which is considered to be the founder and leader of higher LIS (Library and Information Science) education and higher education in culturology and arts of Ukraine within 90 years of its existence (1929-2019). The aim of this study is to analyze the origins of higher LIS education and higher education in culturology and arts as well as the history and current state of KhSAC on the occasion of its 90 th anniversary. Research methodology. The historical milestones and present-day diverse activities of Kharkiv State Academy of Culture are studied by the means of systems, comparative and historical approaches and a problem analysis. Results. The study deals with the ninety year history and current state of KhSAC, which is considered to be the founder and leader of higher LIS education and higher education in culturology and arts in Ukraine. Particular attention is paid to the significant achievements in educational, scientific, administrative and creative activities. The paper presents information on the organizational transformations of KhSAC, its academic staff. It includes over 75% of Doctors of Science, Candidates of science, people’s artists, honored artists, honored workers of culture of Ukraine. During the years of its existence the Academy has educated about 50,000 specialists, among them over 500 international students from more than 40 countries of Europe, Asia, Africa and Latin America. The Academy offers degree programmes at Bachelor and Master levels in 16 fields of training and specialties of 7 fields of study, namely Cultural Studies, Museum Studies and Historic Preservation, Management of Socio-Cultural Activities, Audiovisual Arts and Production, Choreography, Music Art, Performing Art, Information, Library and Archive Science, Information Systems and Technologies, Psychology, Social Work, Journalism, Tourism, Management. Postgraduate Studies (PhD Course) and Doctoral Studies offer programmes in 4 specialities. They are as follows: Culturology, Music Art, Information, Library and Archive Science and Social Work. The paper describes the features of KhSAC’s research activities. The structure of the Academy includes Postgraduate Studies and Doctoral Studies; two specialized academic boards authorized to accept for consideration and to conduct the defence of theses competing for an academic degree of Doctor (Candidate) of Science. Two academic journals are published, namely “Kultura Ukrainy (Culture of Ukraine)” covering the current issues of culturology and art criticism, and “Visnyk Kharkivskoi Derzhavnoi Akademii Kulury (Bulletin of Kharkiv State Academy of Culture)” covering the current issues of social communications. About 10 international, all-Ukrainian and regional scientific conferences are held every year. Available to students are a library, an e-material reading room, several computer laboratories, an Internet-centre, an editorial board. The place of the Academy in the European and world professional environment is identified. Novelty. An attempt is made to study the ninety year history and current state of Kharkiv State Academy of Culture, which is considered to be the founder and leader of higher LIS education and higher education in culturology and arts of Ukraine. Particular attention is paid to the significant achievements in educational, scientific, administrative and creative activities. The practical significance. The main results of this study can be used by institutions of higher education in culture and arts of Ukraine for further improving academic, scientific, administrative and creative activities.

Electronic environment has its great effect on university libraries that serve higher education. These libraries are considered the backbone of higher education and scientific institutes as they play an important role in higher education process as a whole with a special reference to scientific research. The importance of these libraries lies in that they provide information resources and services which improve scientific researches. Meanwhile, electronic environment has greatly affected their roles; an act which led to the appearance of so many kinds such as digital libraries, electronic libraries, etc…. This environment imposes new roles on libraries so that they can keep playing their part to serve scientific research. Moreover, due to the continuous progress witnessed in developed countries in the form of newly issued researches, libraries have to offer new services that can cope with the new technological era. For this reason, the topic of this study is selected which is: the role of university libraries in the light of e-learning environment to improve higher education and scientific research. The goal of this study is to shed light on the role of university libraries based on the e-learning environment to identify the benefit they can get to help with enhancing scientific research. Identifying the role of digital libraries and data resources with an aim to develop higher education lies in that these libraries support learning and teaching processes generally and e-learning process specifically. They are also considered an essential factor for scientific research requirements in addition to enhancing the skills and capabilities of the pillars of the educational process. They have an effective role and high efficiency to improve information resources, economize expenditures, minimize costs and save time as well as effort. E-learning technologies have the world confronted with a new revolution in education and opened new horizons for recent norms of education as well as training at all educational institutes especially higher education ones. E-learning requires dependency on recent technologies so as to offer students a quality educational content in an effective way through its distinguished positive characteristics like minimizing time, effort and costs in addition to its high capacities to improve the students’ learning levels and skills effectively. Besides, it aims to provide a quality teaching and leanring environment that is interesting and exciting enough for both students and teachers to get rid of time and space limitations allowing students to learn according to their abilities, appeals, and levels of knowledge and skills. E-leaning and its different varied technologies have recently become a necessity for higher education. The great concern to benefit from its high capacities forms a basic effective feature to improve and enhance the educational process at higher education institutes.

Introduction. The current international geopolitical situation and modern technical level of weapons, military and special equipment of the Armed Forces of the Russian Federation place high demands on gr aduates of higher military educational institutions (vvuz), on which the defense capability of our Motherland, the strength and power of its army directly depends. Therefore, the training of officers is one of the most important priority areas of military construction of the Russian army. An important role in this matter belongs to the military professional training of young officers, the readiness of graduates of higher education institutions for future service in the military, military administration bodies, educational and research organizations, the formation of their responsible and interested attitude to their work. The successful solution of the problem of military vocational training of graduates of higher education institutions is possible with the help of a competent approach set out in the Federal State Educational Standards of Higher Professional Education of the third generation (FGOS)Problem statement. The main objective of this work is to substantiate the military-professional competencies received by cadets during their studies at higher education institutions.Methodology of the study. In the course of this study, methods of analysis and synthesis were used, a set of measures was carried out, including collection, comparison, generalization, ranking, formulation, targeting.Results. Based on the results of the work carried out, the most important military professional competencies of future officers were substantiated. Graduates of higher military education institutions should be able to conduct combat training classes with subordinates; organize the daily service activities of subordinates; ensure the safety of military service of subordinates; ensure the strengthening of military discipline in a subordinate military unit.Conclusions. The article considers and substantiates the definitions of “competence” and “competency”, “professional competence of military personnel”, which most accurately correspond to the modern educational paradigm that is based on personality-oriented learning and competence-based approach, currently implemented in the Russian education system. The conclusions are formulated based on the results of consideration and analysis of these terms. In addition, based on the analysis and synthesis of the content of the current FGOS for higher professional education and the requirements for the training of specialists of the Military Training and Scientific Center of the Air Force “Professor N. E. Zhukovsky and Yu. A. Gagarin Air Force Academy”, as well as relying on the results of an expert survey of corresponding relevant categories of the permanent staff of the Air Force and representatives military units, a number of relevant military-professional competencies were substantiated, which it is advisable to form among officers-graduates of the higher military educational institution. The results obtained in the work can be applied not only in higher military education institutions, but also in edu cational institutions of other departments.

Sustainability assessment of the service operations at seven higher education institutions in Brazil

The task of ensuring the effectiveness of practice-oriented secondary and higher professional education based on social partnership and network interaction of subjects of education in an innovative educational environment is set based on the requirements of the Federal State Educational Standard 3+ for the pedagogical and psychological specialties in higher education and modern (actualized) educational standards for the specialties “Construction and exploitation of buildings” (08.02.01) and “Primary school teaching” (44.02.02) in vocational professional education for the formation of general (general cultural) and professional competencies of students and graduates of institutions of secondary vocational and higher education. The aim of this study is to present the results of theoretical and experimental studies of activities and innovation platforms based on the institution of secondary vocational education, in conditions of the social-network educational partnership. The main methods used in this study were analyses, experiments, questioning and expert evaluation. The results of the experiments show the positive impact of partnerships on the levels of innovative activity of teachers and formation of general (general cultural) and professional competencies of students and graduates of secondary vocational education organizations. The study proves the role and importance of social-network educational partnerships in ensuring the effectiveness of practice-oriented education in modern professional schools, as it takes into account and reflects the characteristics, requirements and needs of the society and individual. It allows one to fulfill his role and take into account the interaction of organizations, institutions and individuals in ensuring the transfer and mastering of the content of professional education in organizations of secondary vocational and higher education.

Problem formulation. The development of information and computer technologies is quite rapid. The realities of today are that higher education institutions must introduce new and effective teaching methods and technologies that will help to improve the quality of education. The large-scale introduction of online technologies, various models of blended learning is relevant, which leads to fundamental changes in approaches to the organization of education in higher education institutions and in each discipline, especially the role of the audience classes and its effectiveness. Materials and methods. To address this aim, the following theoretical research methods were used in combination: analysis of pedagogical literature, systematization and generalization of research - to compare different approaches to the implementation of models of blended learning for students of higher pedagogical education. Results. The analysis of pedagogical literature and the conducted researches allowed to reveal the concept of "blended learning". Based on the existing domestic and foreign works, the existing models of blended learning are considered. The models of blended learning that are expedient to use when studying pedagogical disciplines in the institution of higher pedagogical education are analyzed, in particular "Flipped Model", "Rotation Model", "Lab Rotation Model". The advantages of using blended learning models, inverted learning models - for teachers and students are determined. Conclusions. The problem of implementing blended learning models is quite relevant and is of interest to many both scholars and practitioners. There is a wide range of models of blended learning, skillful application and combination of which makes the learning process interesting, modern and conscious, and the work of students productive, activates the educational and cognitive activities of higher education, motivates, teaches both independent and teamwork and promotes the development of creative abilities, research skills. It should be noted that the models "Flipped Model", "Rotation Model", "Lab Rotation Model" and others are tested in technical educational institutions, as well as in the teaching of exact sciences ("Physics", "Mathematics"), while in pedagogical institutions of higher education, especially in the training of future teachers of humanities, this problem requires more in-depth study and, possibly, modification of existing models. The prospect of further research involves the study, testing and analysis of various models of blended learning for students of higher pedagogical education, including the humanities.