Abstract
This article discusses didactics in a digital society, analyses theoretical and practical research on the definition of blended learning didactics, and identifies the role of instructional design in the integration of traditional and digital educational resources. The aim of the study is to provide methodological justification of instructional design as a didactic tool for blended learning, to identify ways to develop teachers' competences in instructional design necessary for the implementation of blended learning. The study consisted of three stages. At the first stage the necessary competences of teachers for the implementation of blended learning were determined. At the second stage, the tools for assessing teachers' competences in designing instructional design in the organization of blended learning process were determined. The third stage included the diagnostic assessment of teachers' competences in instructional design in blended learning, the practice of continuous support of teachers in the learning process and the final evaluation of the experiment. Scientific significance is the definition of didactic features of blended learning in comparison with classical didactics, compilation of methodological substantiation of instructional design as the most important means of its implementation. The results of the conducted experiment on diagnostics and formation of teachers' competences in instructional design in accordance with the “ICT-competence structure of teachers” recommended by UNESCO on three levels of mastering skills “knowledge acquisition”, “knowledge mastering”, “knowledge creation” are of practical significance. The conclusion provides answers to the research questions and topical areas that define the future of the study.