FACTORS OF DEVELOPMENT OF PROFESSIONAL COMPETENCES OF EDUCATORS IN THE POSTGRADUATE EDUCATION SYSTEM During Martial Law

Abstract

This article provides a comprehensive theoretical and methodological analysis of the factors shaping the professional competencies of preschool teachers within the modern postgraduate pedagogical education system during prolonged martial law in Ukraine. The relevance of the study stems from the profound transformation of the national educational space, critical safety challenges, and the urgent need of the professional development institutions to respond flexibly to the real demands of practicing educators. The purpose of the article is to identify, systematize, and thoroughly characterize the key factors, directly affecting the continuous professional development of preschool teachers during this highly complex crisis. The scientific inquiry combines classical scientific approaches aligned with the nature of the pedagogical phenomenon under study. A comprehensive set of factors contributing to professional competency development has been substantiated: teachers' personal motivation for continuous self-development, their psycho-emotional state, readiness for active professional growth under conditions of chronic stress, and overall digital literacy. It is proven that amid military actions, a modern teacher's ability to create a safe and psychologically comfortable learning environment, develop resilience (psychological stamina), and effectively build an individual trajectory of self-improvement acquires strategic importance. The overall effectiveness of postgraduate education during this crisis directly depends on flexible, mobile, and personalized learning, the application of andragogical principles, and the widespread implementation of specialized psychotherapeutic training courses. The research findings serve as a theoretical and methodological foundation for modeling and implementing psychological and pedagogical conditions for developing educators' professional competence within the postgraduate education system. This enables updating course content and creating flexible, innovative learning models focused on the continuous professional and personal development of preschool educators, providing psychological support to participants in the educational process, and minimizing the risks of their professional burnout