- Кириченко, М.О. (orcid.org/0000-0003-1756-9140), Просіна, О.В. (orcid.org/0000-0002-1243-6069) and Гончаренко, Я.В. (orcid.org/0000-0003-2702-7847) (2024) Readiness of pedagogical and scientific-pedagogical workers for professional transformation in times of war: an analytical overview of the study Modern Engineering and Innovative Technologies, 6 (31). pp. 16-35. ISSN 2567-5273
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Abstract
This comprehensive study explores the preparedness of pedagogical and scientificeducational professionals for professional transformation in the context of war. The findings reveal that the highest percentage of respondents expressing readiness for professional transformation belongs to the age group of 26-35 years, while the lowest percentage is observed in the 64+ age group. Notably, the age categories of "up to 25 years" and "35-54 years" exhibit statistically insignificant differences in readiness compared to the category "26-35 years," which is the most numerous and encompasses a significant portion of the sample. For the "64+" age group, the significance level for accepting the hypothesis of no significant differences in readiness percentages is too high, indicating that statistical data do not provide a reliable basis for drawing conclusions in this case. Concerning different work experience categories, the hypothesis of no statistically significant differences in readiness percentages among respondents is accepted with a probability of at least 0.67. A statistically significant difference is found between the readiness percentages of respondents within higher education institutions (VPO) and those outside VPO. Among VPO respondents, the readiness percentage is 84.1%, while among others, it is 76.1%. The study identifies a strong statistically significant correlation between readiness for professional transformation and factors such as the perceived need for professional transformation and the assessment of the importance of adapting to new educational trends. An increase in these factors contributes to a 48% rise in readiness for professional transformation. However, the presence of specific steps for transforming personal professionalism was found to have a negligible impact. Recognizing individual characteristics and needs of pedagogical (scientific-educational) workers, along with creating suitable conditions for their professional transformation in military settings, is crucial for ensuring educational process effectiveness and supporting workforce development in unpredictable conditions. The research results provide grounds for implementing specific measures and developing strategies tailored to diverse educational needs and expectations. Further research focusing on specific factors influencing educators' readiness for changes in professional activities is critical for a comprehensive understanding of the situation. Analyzing factors such as socio-economic conditions, resource availability, technological changes, and psychological readiness can pinpoint key aspects to consider when devising support strategies. Continuing research and developing targeted strategies are essential steps for implementing changes and innovations in the education system. Taking into account a broad spectrum of transformations, including social and technological aspects, will help adapt pedagogical (scientific-educational) workers to contemporary challenges and ensure their effectiveness even in the complex conditions of war. Applying acquired knowledge and formulating effective strategies are steps toward sustainable development of the educational system and improving the quality of learning in unstable environments.
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