Introduction. The blended learning format, which combines asynchronous and synchronous activities, is of high significance and is becoming increasingly widespread due to the development of modern computer technologies. The relevance of researching such activities is supported by the national development goals of the Russian Federation in the medium- and long-term future.
Aim. To identify the preferences of teachers regarding the use of hybrid learning and prospects for its development.
Methods. The study is based on an analysis of Russian and international approaches to the use of hybrid learning. To identify directions for further development, expert evaluation was conducted using an online questionnaire (Google Forms), with the results processed through economic-statistical methods and content analysis.
Results. The feasibility of using hybrid learning in the educational process has been established by both Russian and foreign scholars, and is also confirmed by the implementation of hybrid learning at the Financial University under the Government of the Russian Federation.
Scientific and methodological novelty. A model for implementing hybrid learning has been proposed, taking into account its application practices at the Financial University.
Practical significance. The results of the study can be used in the implementation of hybrid learning in the educational processes of higher education institutions.