STRATEGY OF INTERACTION OF THE TEACHER WITH STUDENTS IN MIXED LEARNING CONDITIONS

Abstract

The article shares results of a comprehensive analysis of strategies of interaction between a teacher and students in the context of blended learning, which has become a stable pedagogical model in modern higher education. In the context of the digital transformation of education and changing educational paradigms, blended learning integrates traditional classroom formats with digital technologies, which requires a rethinking of established approaches to pedagogical interaction. The study covers a problem field associated with the terminological ambiguity of the concept of “blended learning”, the methodological gap between technological capabilities and pedagogical practices, as well as the change in the role functions of the teacher, who is transformed from a translator of knowledge into a facilitator, moderator and tutor. The paper discusses the theoretical and methodological foundations of the interaction strategy, including the theory of complex adaptive systems and the octogonal Hahn model, which emphasizes the multicomponent nature of effective blended learning. Particular attention is paid to empirical research confirming the change in the role of the teacher and the importance of such competencies as digital literacy and skills of pedagogical design of the pedagogical process. The motivational aspect of interaction is considered through the prism of the theory of self-determination, focusing on the role of feedback and individualization of learning. Institutional difficulties in implementing the strategy, including technological infrastructure, digital inequality, and teacher training, are discussed. In conclusion, the article touches upon the prospects for the development of interaction strategies taking into account the integration of artificial intelligence and adaptive learning systems.