This article explores the development of a blended learning model tailored for teaching English in public administration. It examines key components such as interactive classroom activities, self-paced online modules, authe tic materials, continuous assessment, and synchronous/asynchronous digital tools. The model emphasizes practical, task-based learning, enabling learners to acquire bothlinguistic proficiency and professional communication skills necessary for policy writing, official correspondence, and cross-border collaboration. Overall, the proposed blended learning model provides an effective framework for preparing public administration professionals to meet the communication demands of modern governance. Future research may focus on evaluating the long-term impact of blended learning on professional performance and exploring innovative technological integrations.
Khasanova Gulsanam Khusanovna (Sun,) studied this question.