Introduction. The purpose of the article is to study a hybrid educational space, which is an innovative phenomenon in pedagogical theory and practice, the existence of which is due to modern trends in the development of education. The authors reveal the essence of the hybrid educational space; its structure, including information-digital and traditional pedagogical components; didactic potential; leading features.

Materials and methods. The main methods of the conducted research are the analysis of the scientific and theoretical literature of domestic and foreign authors on the problems of educational environments and spaces. The article also presents an analysis and generalization of modern pedagogical experience, including the results of the authors' own pedagogical activity.

Results. As a result of the study, the concepts of "hybridity", "hybrid learning", "hybrid educational space" are clarified, the structure of the hybrid space and its essence as a pedagogical innovation are considered. Arguments are given in favor of the extensive didactic potential of the hybrid educational space and its influence on the process of self-realization and self-development of all participants in the educational process.

Discussion. The organization of a hybrid educational space requires the formation of a professionally competent, creative personality of a future teacher who is able to master new educational technologies and forms of teaching, as well as adapt existing pedagogical approaches to the new reality. In addition, for the functioning of this type of educational space, it is necessary to create subject-subject relations between the teacher and students.

Conclusion. A hybrid educational space is one of the main factors for the successful implementation of the educational process in a higher pedagogical school. The synergistic effect, which is the result of the synthesis of the traditional pedagogical and digital components of the hybrid educational space, contributes to the realization of the advantages of each of them, providing high-quality professional training for the future teacher.

Hybrid learning is a combination of traditional and e-learning, involving the use in the educational process of both traditional pedagogical (educational, developmental) and information and digital technologies;

A hybrid educational space is a pedagogical system of a new innovative level, the purpose of which is to ensure the effective implementation of educational programs by integrating the advantages of traditional education and new information and digital educational technologies in online and offline education formats;

The didactic potential of the hybrid educational space is to expand the opportunities for self-realization and self-development of both students and teachers.

1. Volobueva T. B. (2017), Modelirovanie nepreryvnogo gibridnogo obucheniya pedagogicheskih kadrov [Modeling continuous hybrid training of teaching staff], Nauchnoe obespechenie sistemy povysheniya kvalifikacii kadrov, 4 (33), 20–26.  Available at: https://cyberleninka.ru/article/n/modelirovanie-nepreryvnogo-gibridnogo-obucheniya-pedagogicheskih-kadrov (Accessed: 22.03.2022). (In Russian).

2. Anat Cohen & Orit Esra O. (2018), “Development of a conceptualized MALL research framework based on L2 Chinese empirical study”, Computer Assisted Language Learning, no. 31 (7), pp. 764–789. DOI: 10.1080/09588221.2018.1449756.

3. Goodyear P. (2020), “Design and co-configuration for hybrid learning. Theorizing the practices of learning space design”, British Journal of Educational Technology, 51 (4), 1045–1060. DOI 10.1111/bjet.12925.

4. Cohen A., Mor Y. & Norgard R.T. (2020), “Hybrid learning spaces — Design data didactics”, British Journal of Educational Technology, no. 51 (46), 1–6.

5. Cook J., Mor Y. & Santos P. (2020), “Three cases of hybridity in learning spaces: Towards a design for a zone of possibility”, British Journal of Educational Technology, no. 51 (1), pp. 1–13. DOI: 10.1111/bjet.12945.

6. Rozina I. N. (2010), Kommunikaciya 2.0: otechestvennye nauchnye i obrazovatel'nye perspektivy [Communication 2.0: domestic scientific and educational perspectives], Materialy vystuplenij na V Mezhdunarodnoy konferencii RKA (Rossiyskoy kommuniktivnoy assotsiatsii) “Kommunikaciya-2010” “Kommunikativnoe prostranstvo: izmereniya, predely, vozmozhnosti” [Materials of speeches at the V International Conference of the RCA (Russian Communication Association) “Communication-2010” “Communication space: dimensions, limits, possibilities”], Izdatel'stvo Moskovskogo universiteta, Moscow, 308–319. (In Russian).