Sociological context of higher education blended learning policy

Abstract

The formation of a new reality due to global instability caused by the spread of the coronavirus pandemic has led to a rethinking of public policy mechanisms, achieving stability and prospects for the development of national educational systems. The purpose of the study is to develop dimensions of Higher education blended learning policy in the conditions of the COVID-19 pandemic and determine the prospects of state support for blended learning in the post-COVID period, taking into account the results of sociological surveys conducted among teachers and students. The methodology of higher education policy research during the COVID-19 pandemic and the development of public tools for blended learning in the post-covid period involves a sociological context and conduction of the sociological survey and sociological analysis. The paper states that the success of higher education policy is determined by the introduction of blended learning, which provides for state support of stakeholders of the education system to combine distance technologies using modern digital platforms and social interaction during offline learning. The results of the study can also be used for implementing blended learning in conditions of military instability, for example, in countries where hostilities are ongoing.