Blended Learning Environments in Inclusive Education at the University

Yaqun Zhang, Fayruza Rebrina, Fairuza Sabirova, Julia Afanaseva


The modern education system in most countries is built on providing equitable education opportunities to all people, regardless of the limitations they have. There are no significant problems in primary and secondary inclusive education, while most traditional higher education models are not sufficiently adapted to the needs of people with learning disabilities. Thus, it has been replaced by a blended learning model built on new digital learning environments in recent years. The aim of the article is to study the blended learning environment of inclusive educa-tion systems in China and Russia. The article presents the findings of a “The Global Learner Survey”, conducted on behalf of Pearson in May 2019 by The Harris Poll. The survey involved over 11,000 learners aged 16-70 across nine-teen countries. Additionally, statistics on the higher education development in Russia and China were used. The analysis of the current state of higher education in Russia and China, as well as the development of a blended learning environ-ment, shows the positive effect as that it allows students with limited educational opportunities to integrate into the educational and public life of the university and implement all types of rehabilitation along with the educational process.


blended learning environment; equal opportunities; inclusive education; persons with disabilities; prospects; system; teaching.

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Copyright (c) 2020 Yaqun Zhang, Fayruza Rebrina, Fairuza Sabirova, Julia Afanaseva

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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