The blended learning model in primary school in the context of the New Ukrainian School (NUS)

Abstract

The article provides a theoretical and methodological justification of the blended learning model for primary school in the context of implementing the concept of the New Ukrainian School (NUS). The relevance of the study is due to the need to rethink traditional forms and methods of organizing the educational process in the context of digitalization, social challenges, and increasing demand for individualized learning. It is emphasized that blended learning is considered not as a simple combination of face-to-face and distance learning formats, but as a complex integrative system that combines different educational environments, learning modalities, communication channels, types of interaction, and the roles of process participants. Based on the synthesis of scientific approaches and pedagogical practice, the author's model of blended learning for primary school is presented, which includes seven interconnected blocks: target, content, technological, organizational, subjective, evaluative-reflective, and spatial-environmental. The main parameters of the model are described: integrity, adaptability, interactivity, flexibility, subjectivity, and effectiveness. The article offers an example of implementing the model at the level of a separate educational topic/module, which allows for the practical implementation of its didactic potential. The conclusions substantiate that the effectiveness of blended learning depends on the systemic readiness of all participants in the educational process for new roles, appropriate digital and pedagogical tools, as well as the availability of institutional support. The following are identified as prospects for further research: development of an adaptive information system to support blended learning; empirical testing of the model in the educational environment of the National Secondary School; creation of recommendation systems for teachers; search for optimal formats for integrating technologies into school education.