Models of hybrid and online learning in pedagogical universities around the world and their impact on practice-oriented training and assessment of professional competencies

Abstract

The article is devoted to the analysis of hybrid and online learning models in pedagogical universities around the world and the assessment of their impact on the practice-oriented training of teachers and the ways of assessing professional competencies. The purpose of the study is to identify the structural patterns of the transformation of educational models and the determining factors of the quality of practical training of future teachers in digital and blended environments. Based on a systemic interdisciplinary approach, a comparative analysis was conducted of 45 leading pedagogical universities from 15 countries (2020-2024) using content analysis of more than 300 regulatory and instructional documents, LMS data, a questionnaire survey of 215 faculty members and administrators, as well as descriptive, correlation, variance, and factor statistical methods in the SPSS package. The results showed that the share of fully online programs decreased from 28,6% to 14,2% over three years, while the total share of hybrid formats increased to 66,8%, indicating the institutionalization of blended models as the new norm. It was found that VR simulations ensure maximum student engagement but are used in a limited manner, whereas video case analysis and peer-to-peer training represent widespread but less immersive forms of practice-oriented work. Expert assessment revealed a pronounced deficit among graduates of fully online programs in classroom management and communication skills, despite a high level of digital literacy, whereas hybrid models demonstrate the most balanced competency profile. Correlation analysis revealed a strong positive relationship between the intensity of the use of lesson video analytics systems (r=0.64) and VR simulators (r=0.59) and the final grade for teaching practice, while basic use of LMS does not have a statistically significant effect on practical results. Discussion of the findings made it possible to formulate a multifactor model of the effectiveness of teacher education in digital and blended environments and to substantiate the priority of strategic investments in high-tech interactive tools that expand the possibilities of practice-oriented training and require a revision of standards and criteria for assessing the professional competencies of future teachers.