DIDACTIC FOUNDATIONS FOR DEVELOPING TEACHERS PROFESSIONAL COMPETENCIES IN THE CONTEXT OF INTEGRATING TRADITIONAL AND DISTANCE LEARNING: A Systematic LITERATURE REVIEW

The rapid expansion of blended learning environments has created unprecedented challenges for teacher education. This systematic literature review examines didactic foundations essential for developing professional competencies required when integrating traditional and distance learning modalities. Following PRISMA guidelines, we analyzed 24 peer-reviewed articles published between 2018 and 2024. Our synthesis reveals five critical competency domains: technological integration, pedagogical adaptation, assessment innovation, communication strategies, and self-regulation. Results indicate that successful integration requires more than technical skills teachers need comprehensive didactic frameworks that address the unique epistemological challenges of hybrid environments. The review identifies significant gaps in current professional development approaches and proposes an integrated didactic model. Findings suggest that teacher education programs must fundamentally reconceptualize competency development to address the fluid boundaries between synchronous and asynchronous instruction.

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