Abstract
The article analyzes the results of foreign and Kazakh research on blended learning and identifies the potential of digital learning technologies. In the conditions of transformation of higher education, the methodological concept of blended learning is actualized on the basis of the development of an integrated model of technological systems of blended learning management in a higher education institution. An analysis of theoretical and empirical research has been carried out to determine the evolution of blended learning, its current state, and viability, problems, and prospects. The article describes the scholarly discourse on the prerequisites and possibilities of implementing blended learning through the integration of digital technologies.The methodological bases of the study are systemic, constructivist, competence-based, project-based, multimodal and interdisciplinary approaches. Based on systematization and design methods, the technological learning environment, management systems, components and structure of the blended learning model are developed. As a result of the comparison and synthesis of the studied normative documents and scientific literature, conclusions were formulated, systematization and processing of the empirical research data were carried out.Theoretical significance of the study is determined by the definition of the methodological concept of integration of digital educational resources of blended learning based on the analysis of world science and practice. The practical significance is represented by the proposed mixed learning management system based on the integration of LAMS, LMS, and CMS, which will provide a holistic approach to the implementation of procedures for the organization, monitoring, evaluation, and changes in the educational process of the university. At the same time, this paper identifies the criteria of educational process participants’ readiness level to use blended learning technologies and analyzes the obtained results.The results of the first phase of the study are the definition of the scientific foundations and methods of instructional design of blended learning. The interim results are a prerequisite for further modeling the structure and content of blended learning in higher education