THE ESSENCE AND COMPONENTS OF THE READINESS OF MEDICAL HIGHER EDUCATION TEACHERS FOR ACTIVITY IN BLENDED LEARNING CONDITIONS

Blended learning is becoming an integral part of modern higher education, including medical institutions, where the combination of traditional and digital teaching methods significantly enhances the quality of professional training. The readiness of medical educators to work in blended learning conditions is a key factor in ensuring the effectiveness of the educational process. This article examines the essence of readiness for blended learning and defines its main components, considering specific challenges and demands of medical education. The research identifies cognitive, motivational, operational, and reflective components of readiness. The cognitive component includes knowledge of digital technologies, modern pedagogical approaches, and strategies for integrating online and offline teaching. The motivational component reflects the educator’s willingness and interest in adapting to new educational formats, ensuring a high level of student engagement. The operational component is characterized by practical skills in using digital tools, designing interactive educational materials, and implementing innovative teaching methods. The reflective component involves self-assessment and continuous improvement, enabling educators to adapt to the evolving educational environment. The study also highlights the challenges medical educators face in transitioning to blended learning, such as the need for advanced digital competencies, time management difficulties, and maintaining student motivation in an online environment. The importance of institutional support, professional development programs, and collaborative practices in fostering teachers' readiness is emphasized. The findings contribute to the development of strategies for improving medical educators’ readiness for blended learning, ensuring that they can effectively integrate innovative teaching methods into their practice. This research is particularly relevant in the context of the digitalization of education and the growing need for flexible learning models in medical training.