DIDACTIC DESIGN OF PEDAGOGICAL TECHNOLOGIES IN BLENDED LEARNING: THEORETICAL AND METHODOLOGICAL PRINCIPLES AND IMPLEMENTATION MODEL IN HIGHER EDUCATION INSTITUTIONS

Abstract

The article is devoted to the justification of the didactic design of pedagogical technologies in blended learning as a condition for the transition from situational "digitalization" to a controlled, reproducible and diagnostic organization of the educational process in higher education institutions. The purpose of the publication is to provide a theoretical and methodological justification of the didactic design of pedagogical technologies in blended learning and to develop a model for their implementation at the level of the educational component with the definition of quality criteria and performance indicators. The methodological basis is a synthesis of competency-based, activity-based and constructivist approaches, operationalized through the logic of instructional design: designing from expected results and evidence of their achievement to educational activities and resources. The distinction between the levels "methodology - pedagogical technology - digital tool" is clarified, which prevents instrumental reductionism and fixes the priority of pedagogical logic over the choice of platform. The author's implementation model is proposed as a five-stage cycle (context analysis → design → implementation → evaluation and correction → scaling and QA cycle) with feedback loops that provide redesign based on evaluation data. The "core" of the model is defined: quality criteria (consistency of results, activities and evaluation; quality of learning events and interactions; validity of integration of digital tools) and performance indicators (achievement of results by rubrics, dynamics of progress, involvement and repeatability of results in different groups). It is shown that neural networks and generative tools are a new stage in the development of pedagogical technologies in blended learning, however, their educational value is realized under conditions of transparent evaluation, academic integrity and digital pedagogical competence of the teacher. Practical implications include the use of the design matrix "results → evidence → activities → tools" and a regular cycle of course revision based on data.