The main goal of this research is to improve the personification of learning in higher education. The proposed flexible model for organizing blended and distance learning in higher education involves the creation of an individual learning path through testing students before the start of training. Based on the learning outcomes, the student is credited to the learning path. The training path consists of mandatory and additional modules for training; additional modules can be skipped after successfully passing the test, without studying these modules. The paper examines the composition of intelligent learning systems: student model, learning model and interface model. A student model is described, which contains the level of their knowledge, skills and abilities, the ability to learn, the ability to complete tasks (whether they know how to use the information received or not), personal characteristics (type, orientation) and other factors. The student’s model is described by a mathematical formula. Thus, being described using logical rules, which have formed the basis for the software implementation of mixed and distance learning rules for lifelong learning courses. There is an interface model presented in the paper, and the results of the course of the proposed flexible model for the organization of mixed and distance learning “Digital Skills of a Modern Teacher in the Context of Distance Learning”, as well as the face-to-face course “Digital Learning for Everyone” before the start of the pandemic which is close in its content to the course under study. Based on the results of the analysis, we introduced criteria for the effectiveness of the training course, proposed the weighting coefficients for evaluating the training course, carried out the assessment and drew conclusions.

本研究的主要目标是提高高等教育学习的拟人化。在高等教育中组织混合和远程学习的拟议灵活模型涉及在培训开始之前通过测试学生来创建个人学习路径。根据学习成果，学生被记入学习路径。培训路径包括培训的强制性和附加模块；成功通过考试后可以跳过其他模块，无需学习这些模块。论文考察了智能学习系统的组成：学生模型、学习模型和界面模型。描述了一个学生模型，其中包含他们的知识水平、技能和能力、学习能力、完成任务的能力（是否知道如何使用收到的信息）、个人特征（类型、方向）等因素。学生的模型由数学公式描述。因此，使用逻辑规则进行描述，这为终身学习课程的混合和远程学习规则的软件实施奠定了基础。论文中提出了一个界面模型，以及为混合和远程学习组织“现代教师的数字技能在远程学习”中提出的灵活模型的课程结果，以及面对大流行开始之前的面对面课程“人人数字学习”，其内容与所学习的课程相近。根据分析结果，