Development of post-conflict education in Ukraine: systemic analysis and innovative approaches in the professional training of future teachers and psychologists

Abstract

The article provides a comprehensive analysis of the problem of post-conflict education development in Ukraine in the context of prolonged armed conflict and humanitarian crisis affecting all spheres of public life. The authors justify the need for a radical transformation of the system of professional training of teachers and psychologists, taking into account new socio-cultural, psychoemotional, and educational challenges. Particular emphasis is placed on the introduction of traumainformed pedagogy as an innovative approach that ensures not only effective learning but also the psycho-emotional recovery of students.
The article contains a thorough review of theoretical sources, international experience, and the results of the implementation of the educational project “EU4YOUTH – Post-conflict Education and Trauma-Informed Pedagogy Programme”, implemented at the Faculty of Education of the Dragomanov Ukrainian State University. Within the framework of the project, new educational modules, interactive trainings, body-oriented practices, digital tools for self-regulation and emotional support were developed and tested, aimed at preparing teachers and psychologists to work with children who have experienced traumatic experiences, loss of home, loved ones, or prolonged exposure to stress.
The article examines in detail the key symptoms of post-traumatic conditions in school-age children (PTSD, anxiety, social isolation, decreased motivation, aggression, or apathy), which are significant barriers to learning, and defines the role of the teacher as a mediator and source of support. The authors argue that modern specialists must have knowledge of psychotraumatology, crisis pedagogy, and methods of emotional hygiene, as well as be capable of self-reflection, empathetic listening, and humane support for students.
The article proposes strategic directions for the modernization of teacher education: the introduction of special courses and modules on trauma-informed pedagogy, the development of skills for working with digital support resources, and the creation of school programs for emotional learning and the development of mindfulness competencies. The authors emphasize that education in a posttraumatic society should serve the function of personal rehabilitation, psychological stabilization, and restoration of trust in oneself and the world.
The article makes an important contribution to the development of a scientific and methodological basis for the implementation of trauma-informed education in Ukraine and serves as a basis for further research in the field of humanizing the educational environment, training teachers and psychologists to work in crisis conditions, and forming sustainable educational communities in a post-conflict context.