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Problem formulation. The development of information and computer technologies is quite rapid. The realities of today are that higher education institutions must introduce new and effective teaching methods and technologies that will help to improve the quality of education. The large-scale introduction of online technologies, various models of blended learning is relevant, which leads to fundamental changes in approaches to the organization of education in higher education institutions and in each discipline, especially the role of the audience classes and its effectiveness. Materials and methods. To address this aim, the following theoretical research methods were used in combination: analysis of pedagogical literature, systematization and generalization of research - to compare different approaches to the implementation of models of blended learning for students of higher pedagogical education. Results. The analysis of pedagogical literature and the conducted researches allowed to reveal the concept of "blended learning". Based on the existing domestic and foreign works, the existing models of blended learning are considered. The models of blended learning that are expedient to use when studying pedagogical disciplines in the institution of higher pedagogical education are analyzed, in particular "Flipped Model", "Rotation Model", "Lab Rotation Model". The advantages of using blended learning models, inverted learning models - for teachers and students are determined. Conclusions. The problem of implementing blended learning models is quite relevant and is of interest to many both scholars and practitioners. There is a wide range of models of blended learning, skillful application and combination of which makes the learning process interesting, modern and conscious, and the work of students productive, activates the educational and cognitive activities of higher education, motivates, teaches both independent and teamwork and promotes the development of creative abilities, research skills. It should be noted that the models "Flipped Model", "Rotation Model", "Lab Rotation Model" and others are tested in technical educational institutions, as well as in the teaching of exact sciences ("Physics", "Mathematics"), while in pedagogical institutions of higher education, especially in the training of future teachers of humanities, this problem requires more in-depth study and, possibly, modification of existing models. The prospect of further research involves the study, testing and analysis of various models of blended learning for students of higher pedagogical education, including the humanities.