Concept of Training Future Teachers to Organize a Safety-Oriented Educational Environment in the Context of Contemporary Risks

Abstract

Objective. The purpose of this article is to justify the author’s concept for preparing future teachers to organize a safety-oriented educational environment amid contemporary social, military, informational, and psychological risks, and to define its theoretical and methodological foundations and implementation mechanisms in institutions of higher teacher education. The relevance of the study stems from the transformational processes in Ukraine’s education system, the implementation of the provisions of the New Ukrainian School, and the need to ensure the safety and health of participants in the educational process in the face of contemporary challenges.

Methods. The study employed a range of theoretical methods, including analysis, synthesis, comparison, generalization, and systematization of scientific sources, regulatory documents, and contemporary concepts in teacher education. The application of theoretical and methodological analysis made it possible to determine the essence, structural components, principles, and patterns of professional training for future teachers in organizing a safety-oriented educational environment.

Results. This article presents the author’s concept of professional training for future teachers, based on the integration of competency-based, axiological, subject-activity, humanistic, and neuropedagogical approaches. It is determined that a teacher’s readiness to organize a safety-oriented educational environment encompasses emotional-motivational, value-worldview, cognitive, and activity-based components. The concept envisages the development of health-preserving, inclusive, psychological, socio-emotional, and safety competencies through the updating of the content of psychological and pedagogical training, the introduction of innovative educational technologies, the development of partnership pedagogy, and the creation of a safe educational environment in higher education institutions.

Conclusions. It has been demonstrated that the implementation of the proposed concept will contribute to the development of a competitive new generation of teachers capable of effectively responding to contemporary risks, ensuring the physical, psychological, social, and informational safety of students, and conducting their professional activities based on humanism, responsibility, and sustainable development. Prospects for further research lie in the development of practical models for assessing the readiness of future teachers to organize a safety-oriented educational environment and the introduction of innovative technologies into the system of teacher education.