Аналіз стану готовності майбутніх учителів музичного мистецтва до роботи в умовах змішаного навчання

The article presents the results of an empirical study on the readiness of future music teachers to work in blended learning environments, as ensured by the traditional organization of professional training in pedagogical higher education institutions. The study is grounded in a systemic approach, providing a comprehensive and structured analysis. Diagnostic methods were applied to assess students' readiness to organize blended learning based on four criteria: informational-cognitive, value-motivational, procedural-technological, and personal-reflective. Based on the collected data, three levels of readiness for blended learning were identified and characterized: high, medium and low. The findings revealed that only a third of respondents demonstrated a high level of readiness, while a significant proportion of future teachers showed insufficient knowledge, skills, and motivation for effective work in blended learning environments. The study emphasizes typical problems, including limited awareness of blended learning technologies, inadequate proficiency with digital tools, and challenges in adapting traditional teaching methods to online settings. The identified shortcomings indicate that the traditional organization of the educational process does not adequately prepare many future music teachers for productive work in blended learning environments. This highlights the importance of substantiating pedagogical conditions and developing a model for targeted preparation of students for the successful organization of blended learning in general education institutions