This paper concerns the rational application of blended learning (BL) for the three cycles of engineering education. The methodology for the design of BL-engineering programmes with optimal combination of the on-campus and online training is presented. The methodology is based on the CDIO: Conceive-Design-Implement-Operate approach initially developed for undergraduate engineering education and further evolved for graduate (FCDI: Forecast-Conceive-Design-Implement) and postgraduate (FFCD:

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... ght-Forecast-Conceive-Design) engineering education (CDIO-FCDI-FFCD models). The optimization criterion is the maximum efficiency of achieving intended learning outcomes (LOs), required for complex (CDIO), innovative (FCDI) and research (FFCD) engineering activity. The design of BEng, MSc and PhD BL-engineering programmes involves identifying how far the digital transformation in engineering education can be realized when training the graduates for the three types of engineering activities (complex, innovative, research) taking into consideration graduate's competencies required to work at various stages (Foresight-Forecast-Conceive-Design-Implement-Operate). The design methodology provides an opportunity to determine the rational level of digitalization and the application of on-campus and online training for various BL-engineering programmes. Specific examples show that a rational component of online training in the implementation of BL-engineering programmes can vary from 40% (undergraduate) to 70% (postgraduate). The rational increase in the online component increases the academic mobility of students, while ensuring the quality of their preparation for professional activities.