Abstract
The article examines the critical challenges and strategic directions for transforming Ukrainian teacher education in the post-pandemic and wartime context. Following the global COVID-19 crisis and amid the ongoing war with Russia, Ukrainian Higher Education Institutions (HEIs) face disruptions in financing, the need for adaptation to online and hybrid learning, and the psychosocial well-being of educational participants. Despite these hardships, the current situation also offers opportunities for systemic reform and internationalization. The study emphasizes that innovative approaches to teacher training, active international cooperation with European universities, and the preservation of scientific potential are pivotal for the sustainable development of Ukrainian teacher education. The research focuses on identifying effective mechanisms for enhancing teacher education through strengthened partnerships with European HEIs. Methodologically, the study applies a combination of theoretical analysis, empirical surveys, structured interviews, and document analysis, underpinned by systemic, activity-based, and constructive approaches. Key findings highlight the importance of integrating European best practices, expanding academic mobility programs, promoting joint pedagogical research, and advancing digitalization processes in education. Particular attention is paid to the alignment of Ukrainian teacher education with European standards, such as the Bologna Process and competence-based approaches, which enhance the competitiveness of Ukrainian graduates in the European labor market. The conclusions underscore that international cooperation is vital for ensuring the resilience, quality, and modernization of Ukrainian teacher education under crisis conditions. The article also outlines perspectives for further research, including the long-term effects of digitalization, comparative analysis of pedagogical practices, and the mobility and employability of Ukrainian graduates. Overall, the study contributes significantly to the discourse on internationalization, crisis-responsive educational reforms, and sustainable innovations in pedagogical training.
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