BLENDED LEARNING IN THE HUMANITIES: DIGITAL TRANSFORMATION TRENDS IN UKRAINIAN UNIVERSITIES
Abstract
This article explores the transformation of humanities education in Ukrainian universities through the integration of blended learning models. Blended learning, combining traditional face-to-face instruction with digital technologies, has become a pedagogical necessity under the pressures of the COVID-19 pandemic and ongoing geopolitical instability in Ukraine. The study is based on a mixed-methods approach, incorporating survey data from 40 educators and 200 students, as well as qualitative insights from interviews and focus groups. Findings reveal that while both groups recognize significant benefits such as flexibility, increased engagement, and improved digital literacy substantial challenges remain. These
include insufficient training in digital pedagogy, increased workload for educators, unequal access to digital infrastructure, and reduced interpersonal interaction. The study highlights the ways in which educators have adapted their instructional strategies, embracing flipped classrooms, interactive assessments, and multimedia resources. Students report greater comfort in asynchronous formats and higher motivation when interactivity and gamification are present. The findings underscore the importance of strategic planning, institutional support, and national policy development for sustainable digital transformation.
The article concludes with consultative considerations for researchers, practitioners, and policymakers seeking to enhance the quality and equity of blended learning in the humanities.
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