AN INNOVATIVE MODEL OF DISTANCE LEARNING IN TOURISM AND SPORTS CLUBS: EXPERIENCE AND PROSPECTS

The article presents an innovative model for organizing distance learning in tourism and sports-oriented extracurricular groups, which has emerged in response to the digital transformation of the educational space and the need to ensure the continuity of the educational process under limited access to traditional forms of instruction. A comprehensive theoretical analysis of current approaches to distance education in out-of-school and tourism-sports training is provided. Based on the generalization of pedagogical experience and experimental implementation, a structural model of distance learning. Key principles of implementation are defined: interactivity, learner-centeredness, flexibility, technological support, and activity-based learning. The practical aspects of applying Google services, virtual maps, online quests, and multimedia case tasks are analyzed, demonstrating their contribution to increasing students' motivation and engagement. The model's advantages are highlighted, including the possibility of individualizing educational trajectories and developing tourism, environmental, and teamwork competencies. Simultaneously, challenges such as the need for teachers’ digital literacy, technical infrastructure, and limitations in physical activity realization are addressed. The conducted research confirmed the relevance and practical feasibility of implementing an innovative model of distance learning in the activities of tourism and sports-focused clubs. In the context of the digital transformation of education, this model serves not only as an effective alternative during periods of limited access to face-to-face instruction but also as a promising tool for modernizing the content, pedagogical methods, and technological means of extracurricular education. The developed model is comprehensive in nature and encompasses four interrelated components: content-based, organizational-technological, practical-activity-oriented, and reflective-control. Its implementation facilitates effective acquisition of educational material, the formation of key tourism and sports-related competencies, increased learning motivation, and the development of digital literacy among participants in the educational process. The results of experimental testing demonstrate the model’s functional viability, adaptability, and potential for successful integration in various educational settings.