Professional training of future primary school teachers: projects and E-learning experience in the context of wartime in Ukraine

Abstract

Relevance of the study is driven by the transformation of future primary school teachers’ professional training under martial law. This process is accompanied by the destabilization of traditional learning, changes in the formats of pedagogical interaction, and intensive digitalization of the educational environment. In such circumstances, the synthesis of practical experience in using digital educational solutions and the evaluation of their effectiveness for ensuring the continuity of teacher education become particularly significant. The insufficient systematization of e-learning models and the lack of a holistic vision of factors influencing its effectiveness necessitate a comprehensive analysis of this issue. The aim of the article is the theoretical substantiation and synthesis of e-learning experience in the professional training of future primary school teachers in the context of military operations. The study utilizes methods of analysis and synthesis of scientific sources, systematization of approaches to organizing e-learning, generalization of pedagogical experience, as well as structural-functional analysis. The results of the study are reflected in the systematization of e-learning models considering the conditions of martial law, the synthesis of practices for using digital platforms and tools in future teacher training, and the identification of a set of factors influencing the effectiveness of the educational process. It has been established that adaptive learning models–combining asynchronous and mobile formats–along with the integrated use of digital platforms, are the most effective, as they ensure the flexibility and resilience of the educational process. In the conclusions, it is proven that the effectiveness of e-learning in the professional training of future teachers is systemic and depends on the alignment of technological, pedagogical, and psychological factors. The findings will contribute to the optimization of the educational process in crisis conditions and enhance its adaptability to external challenges. The practical value of the work lies in the possibility of implementing the obtained data in the development of educational programs, digital courses, and learning strategies aimed at ensuring the sustainability of teacher education in unstable conditions. The proposed approaches can serve as a basis for modernizing the professional training of future teachers, taking into account the challenges of the contemporary educational environment.