Аңдатпа
The article actualizes the question of the role of hybrid education in the structure of university education. The authors examine hybrid learning based on the taxonomy of educational experience, which is shaped by the medium of instructional material delivery and the type of lesson. The development of a hybrid learning model is based on the authors' understanding of an important characteristic of hybrid learning – the subjectivity of the student. Methodologically, the authors emphasize two approaches to the organization of hybrid learning models: institutional and subjective. The basis of their distinction is the possibility for students to choose a learning format: face-to-face, distant-synchronous or distant-asynchronous. The authors propose to systematize the results of the exploratory analysis of approaches to the organization of hybrid education in the leading world universities, as well as the typology of hybrid classes. The flexible hybrid model, hyflex, is presented as a promising approach, offering students the ability to choose their preferred learning format by integrating all modes of instruction.The training of future special teachers is one of the most important areas of the education system. This article comprehensively examines the concept of hybrid training of special educators and analyzes the effectiveness of vocational training in the field of special education through the integration of traditional and online learning. The hybrid learning model makes the pedagogical process multifaceted and offers new opportunities for training specialists working with children with special needs. In addition, hybrid methods and techniques aimed at the formation of theoretical and practical skills of future special educators in the field of education, the scope of their application and specific results are discussed. This concept reflects the need to revise pedagogical and psychological research, as well as the methodology of special education in accordance with current requirements.