Abstract
<jats:p>Blended learning has become a central trend in the modernization of higher education, yet its implementation in foreign language instruction continues to face methodological and organizational challenges. While international studies provide valuable insights, empirical evidence from the Central Asian context is limited. The purpose of this study was to examine methodological and organizational aspects of blended learning in foreign language in three universities in Shymkent, Kazakhstan. The research employed a descriptive–correlational design within a quantitative framework. Data were collected in August 2025 through an online survey administered via Google Forms. The sample consisted of 52 foreign language teachers. Data analysis involved reliability testing (Cronbach’s α), descriptive statistics, Spearman’s rank correlation, and the Mann–Whitney U test. The findings indicated that instructors generally perceive blended learning positively, especially in methodological and prospective aspects, while organizational barriers linked to resources and technology persist. Correlation analysis highlighted the key role of pedagogical design in shaping instructors’ readiness to adopt blended learning, with organizational support also emerging as an essential factor for sustainability. The study concludes that the successful integration of blended learning in foreign language higher education requires the alignment of high-quality methodological design with adequate institutional and technical support.</jats:p>