Abstract
This article delves into the pivotal theme of formation of professional competences among future foreign language teachers within the framework of distance learning. A comprehensive research was conducted to explore the multifaceted concept of “distance learning,” which entails indirect interaction between educators and learners the adept utilization of information and communication technologies, digital resources, diverse electronic devices, electronic communication tools, and telecommunication services. The study meticulously traverses the evolutionary trajectory of distance learning, including correspondence education, case study, broadcasting learning, and networking learning. Additionally, it casts a discerning spotlight upon distinct models of distance learning, such as distance learning based on a single university with the traditions of classical education, distance learning based on the cooperation of several educational institutions, and distance learning at universities specially created for this purpose. The article further navigates through the intricate organizational and methodological constituents intrinsic to distance learning. This intricate tapestry comprises the domains of marketing, educational and material, financial and economic, and identification and control subsystems. Notably, the article undertakes an exhaustive exploration of the strengths and weaknesses inherently associated with distance learning. Keywords: formation of professional competences, future foreign language teachers, distance learning, distance education, higher education institution, information and communication technologies (ICT)