September 25, 2025
Borys Grinchenko Kyiv Metropolitan University

       On September 25, 2025, at a meeting of the Academic Council at Borys Grinchenko Kyiv Metropolitan University, an interim report was approved on the implementation of the research project of the Department of Educology and Psychological and Pedagogical Sciences of the Faculty of Pedagogical Education “Psychological and Pedagogical Support for the Personal and Professional Development of Future Teachers in the Context of the Implementation of New Educational Standards” (registration number: 0121U114224; implementation period: November 2021 – November 2026).

         The interim research results for the period from November 2021 to September 2025 were presented by the scientific supervisor of the project, Hanna Ivaniuk, Doctor of Science in Pedagogy, Professor, Professor of the Department of Educology and Psychological and Pedagogical Sciences.

         The purpose of the study is to substantiate, on the basis of a comprehensive examination of leading theories and concepts as well as Ukrainian and international educational practices, the stages and components of the personal and professional development of future teachers in the context of the implementation of new educational standards, and to develop effective content and technological support for its psychological and pedagogical facilitation.

                At the theoretical level, the concept of the research was substantiated, based on human-centered educational strategies (anthropological, competence-based, value-oriented, and personal-professional) and methodological approaches such as the synergetic, competence-based, anthropological, axiological, and systemic ones. The identified criteria (competence-based, dynamic, intrapersonal) and indicators (cognitive, activity-related, procedural, value-oriented) made it possible to conduct the study at the empirical level.

         The study substantiated the trends in the psychological and pedagogical support of the personal and professional development of future teachers under the conditions of implementing new educational standards. These trends are characterized by the predominance of professional motivation among students pursuing the first (bachelor’s) level of higher education; an underdeveloped understanding of the importance of emotional intelligence for personal professionalization; a positive attitude toward digital technologies and active learning methods combined with a lack of experience and readiness to apply them in the educational process. The stages of psychological and pedagogical support were identified and substantiated as follows: motivational-cognitive (1st year of study), constructive-activity-based (2nd year), reflective-prognostic (3rd year) and value-identifying (4th year). These stages are synchronized with the components of psychological and pedagogical support: value-worldview, process-activity and reflective-resource.

         At the empirical level, based on the results of an online survey (December 2021 – January 2022), it was found out that professional and social priorities dominate among students pursuing the first (bachelor’s) level of higher education. The survey results of primary school teachers and preschool educators did not differ significantly from those of higher education students in terms of motivation for professional activity — particularly regarding love for children, the desire to teach others and the acquisition of professional competencies. The total sample included 322 participants from three Ukrainian universities.

         A Program of Psychological and Pedagogical Support for the Personal and Professional Development of Future Teachers has been developed. The structure of the Program includes content and technological modules corresponding to the tasks of each stage of the personal and professional development of future teachers in the following specializations: A2 “Preschool Education” and A3 “Primary Education”.

         The content and technological framework of the Program of Psychological and Pedagogical Support for the Personal and Professional Development of Future Teachers has been improved. The updated content includes a series of revised syllabi (RPND) for integrated core curriculum courses (Human Studies, Pedagogy, Psychology), as well as syllabi aimed at developing general and specific (professional, subject-related) competencies, internship programs and elective course syllabi from the course catalog. Additionally, certified electronic educational courses (EECs) have been developed for both core and elective subjects. A Professional Self-Efficacy Training module and an EEC “Personal and Professional Development of Future Teachers” have also been designed and proposed for implementation.

         The effectiveness of the tested Program of Psychological and Pedagogical Support has been confirmed by the results of an interim survey, which indicate an increased demand among students for personally significant and functional knowledge, as well as for the ability to apply it in their professional and pedagogical activities.

         The results of theoretical and empirical investigations on the research topic are systematically published in scientific publications of various levels. Among the scientific outputs are: 15 articles indexed in Web of Science and Scopus, 42 articles in Ukrainian professional journals (Category B), 12 book chapters, 13 publications in conference proceedings and 1 educational-methodical manual. In addition, 7 collective and 4 individual grant applications have been prepared and submitted. Specific aspects of the research topic are also the subject of scientific studies by two doctoral (third-level, educational-scientific) students.

         Prospects for further research:

• revise the content and technological framework of the Program of Psychological and Pedagogical Support for the Personal and Professional Development of Future Teachers in accordance with updated student needs in the context of wartime conditions;
• prepare methodological recommendations for the implementation of the Program of Psychological and Pedagogical Support for the Personal and Professional Development of Future Teachers;
• prepare a collective monograph for publication based on the results of the research project;
• organize a roundtable discussion on the research topic “Psychological and Pedagogical Support for the Personal and Professional Development of Future Teachers in Wartime and Post-War Recovery Conditions”.

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