Abstract
The article explores the potential and effectiveness of blended learning within the context of the modern educational environment. The methodological foundation of the study is based on the blended learning model by M.B.Horn and H.K. Staker, which emphasizes the integration of online and offline components to enhance individualized learning, as well as the approach of N.V. Andreeva, focused on the systematic implementation of blended learning in school practice. Particular attention is given to the “flipped classroom” model as a tool for building individualized educational trajectories. At the empirical level, the study analyzes students’ perceptions of personalized learning, its impact on motivation and engagement, and the pedagogical conditions that support the successful implementation of this model. The findings confirm the effectiveness of blended learning in addressing students’ individual educational needs. Key challenges are also identified, including insufficient teacher readiness, limited digital infrastructure, and the need to revise traditional teaching methods.
The results can inform the design of adaptive educational programs, the development of school digital environments, and teacher professional development systems.