Interactive Blended Learning Technologies in the Training of Non-Filology Bachelor Students

Abstract

The article is dedicated to the implementation of interactive blended learning technologies in the educational process for preparing bachelor’s students in non-filology specialties at higher education institutions. Blended learning, which combines traditional face-to-face education with digital technologies and online resources, is gaining popularity due to its flexibility and personalization of the learning process. The aim of the article is to examine the key components of blended learning, its advantages, and opportunities for improving the educational process, as well as to analyze examples of the use of blended learning in national and foreign higher education institutions. Among the methods used for the research are analysis, synthesis, generalization, systematization, and comparison. The works of scholars who have previously addressed this topic in their research are reviewed. A survey of students of non-filology specialties was conducted to gather data on the effectiveness of existing blended learning models. In addition, foreign examples of the application of blended learning are analyzed, and the importance of digital competencies for the successful training of future specialists in the field of economics and management is emphasized. The research results confirm that the implementation of blended learning can significantly improve the quality of education, ensure the accessibility of learning materials, and increase the level of student engagement in the learning process. The authors highlight the effectiveness of using educational platforms, virtual laboratories, simulations, and interactive methods such as gamification and video lessons to develop students’ practical skills. The role of modern technologies in the training of economists is discussed, in particular, the importance of integrating tools like artificial intelligence and virtual reality to enhance learning in the context of digital transformation. The authors of the article emphasize the continued use of blended learning technologies as the most effective approach for students’ professional development and their preparedness for the current labor market conditions, taking into account new technological advancements and social challenges. International experience shows that such approaches enhance the effectiveness of the learning process, develop practical skills, and prepare students for today’s career challenges.