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 National Pedagogical University, University of Ukoopspilks “Poltava University of Economics and Trade”). Among the research methods used are: methods theoretical (analysis, comparison, generalization); methods pedagogical (pedagogical experiment, pedagogical observation); social and psychological methods (questioning), mathematical methods (mathematical calculation, ranking, regression). Poltava V. G. Korolenko National Pedagogical University, University of Ukoopspilks “Poltava University of Economics and Trade” were the basis of the empirical research. The undergraduates of the VI course of full-time and external forms of study of specialty “Secondary education”, educational programs “Secondary education (natural sciences)”, “Secondary education (computer science)”, “Secondary education (mathematics)” (Poltava V. G. Korolenko National Pedagogical University) and undergraduate students of the 6th year of the stationary and correspondence form of study in the specialty “Educational, Pedagogical Sciences”, educational program “Pedagogics of Higher School” (University of Ukoopspilks “Poltava University of Economics and Trade”) were made the sample of the study. The entire period of study in the magistracy – 1.4 years was covered by the study. It was conducted in two stages: the first (2018) – at the beginning of the experiment, before the introduction of the RBL system; the second (2019) – at the end of the experiment, after the implementation of the RBL system. Quantitative indicators of the pedagogical experiment involved 253 persons in control group (CG) and 240 persons in experimental group (EG).