Blended foreign language learning in non-linguistic higher education institutions in conditions of full-scale armed agression

Abstract

This article investigates the challenges and opportunities associated with blended foreign language learning in technical universities during full-scale armed aggression of Russia against Ukraine. The study explores the adaptation of blended learning methodologies, the importance of security and resilience, the provision of psychological and social support, the role of language learning in fostering nternational collaboration, and the development and implementation of evidence-based policies.