Registration Number
0226U001037,
(0123U100602)
, R & D reports
Title
The Theoretical and Methodological Foundations for Development of Professional Competence of Teaching Staff at Vocational Colleges in the Conditions of a Pandemic, War and Post-war Times
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Узагальнювальний
Head
Olena A. Titova, Доктор педагогічних наук
Registration Date
20-01-2026
Organization
Institute of Vocational Education of the National Academy of Pedagogical Sciences of Ukraine
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Justification of the theoretical and methodological foundations for development of teaching staff professional competence at vocational colleges in the conditions of the pandemic, war and post-war times; designing and experimental testing of technologies for development of pedagogical workers professional competence in the conditions of a pandemic, war and post-war times during the inter-course period of professional development
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This completed fundamental study develops an evidence-based framework for strengthening the professional competence of professional pre-higher college teachers across three crisis contexts: the pandemic, wartime conditions, and the post-war recovery period. The study formulates methodological approaches and guiding principles and presents an integrated concept of continuous professional growth that connects formal in-service training, institutional methodical work/corporate learning, and teacher-led self-development. On this basis, a coherent methodological system and a structural model were designed to clarify goals, stakeholders, content and technology choices, support mechanisms, and expected outcomes of competence development in rapidly changing environments.
The findings highlight that during the pandemic the main driver of professional growth was accelerated digital transformation (distance learning practices, online assessment, flexible interaction and platform-based course design). In wartime, competence development is shaped by uncertainty and stress, which increases the need for crisis management skills, adaptive planning, individualized learner support, and a stronger focus on inclusive, psychological, and communication competences. For post-war recovery, the study outlines two strategic priorities: ensuring training quality while addressing learning losses, and supporting the “green transition,” which calls for ecological competence, sustainable practices in curricula, and partnerships with employers and civic initiatives aligned with EU-related standards. The research also advances an assessment toolkit (criteria, indicators, and four competence levels) and refines practical technologies and formats for methodical support of self-development (e.g., mentoring, coaching, trainings). The outcomes were introduced into educational practice, supported by implementation evidence and broad dissemination activities.
Product Description
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Iryna A. Mosia
Petro H. Luzan
Yamkovyi Oleksandr Yu.
Vasyl V. Shust
Humenna Lidiia S.
Leonid A. Romanov
Tsareva Yevelina S.
Olena A. Titova
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2026-01-20
