Ключевое слово: «digital literacy»

This article presents a comprehensive analysis of distance education, examining its definitions, inherent challenges, and comparative effectiveness against traditional learning. The study is supported by empirical data collected through an online survey of students and educators from various educational institutions in Donetsk. The findings reveal that students' experience with distance learning is characterized by appreciated benefits, including time saving and comfort, and reported drawbacks, such as academic overload and insufficient teacher interaction. Educators confirm these challenges, highlighting the increased workload, difficulties in knowledge monitoring, and psychological discomfort such as “digital fatigue”. The research concludes that distance learning, despite its accessibility, is largely perceived as less effective than traditional education. The research identifies the most promising path forward as a hybrid model that integrates the strengths of both formats, supported by enhanced methodological and technical resources.