The article explores the problem of introducing resource-based learning (RBL) in higher education institutions as a holistic dynamic process of organizing and stimulating the independent cognitive activity of students for mastering the skills of the active transformation of the information environment, which involves the optimal use of the triad "student-teacher-librarian" of the consolidated personnel, logistical, methodological, financial and information resources.The effectiveness of the RBL system of future teachers, which consists of 5 subsystems (conceptual-target, structural-content, process-technological, motivational, diagnostic and productive) is theoretically substantiated and experimentally verified.The RBL system was implemented in the higher educational establishments of Poltava region.The organizational and pedagogical conditions of the implementation of the RBL system of future teachers as a set of interconnected circumstances, measures ensuring the purposeful management of the process of mixed learning, and the rules established in the system for ensuring high quality of professional training in higher educational establishments are identified.On the basis of pedagogical experiment was made the Implementation of future teachers in the RBL of higher educational establishments in Poltava region (Poltava V. G. Korolenko
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Кононец et al. (2020) studied this question.