Features of self-educational activity of university teachers under conditions of uncertainty

- Samko, Alla (orcid.org/0000-0003-0785-0510) (2025) Features of self-educational activity of university teachers under conditions of uncertainty Професійна і неперервна освіта (10). pp. 189-200. ISSN 2543-7925

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Abstract

This article explores the issue of tolerance to uncertainty in the self-educational activity of higher education teachers. The study aims to examine the specific features of teachers’ self-education under conditions of uncertainty. Based on an analysis of scientific and pedagogical literature, it is highlighted that the concept of uncertainty is interpreted differently across various contexts and encompasses a multifaceted meaning. Tolerance to uncertainty and the ability to think effectively under unstable conditions, as key components of a teacher’s soft skills, are emphasized as essential for professional effectiveness and adaptability to change. The study identifies key characteristics indicative of high tolerance to uncertainty: cognitive flexibility, openness to new experiences, self-regulation, reflexivity, optimism, adaptability, and creativity. Conversely, intolerance to uncertainty manifests through negative experiences, such as discomfort, perceived threat, insecurity, vulnerability, and distrust of oneself and others. The factors influencing changes in teachers’ self-educational activity are outlined, including the digitalization of education, socio-economic instability, transformation of educational policy, and the necessity for professional self-development and psychological resilience. These changes result in increased digital and psychological competencies, greater autonomy in professional development, as well as potential risks such as emotional exhaustion and information overload. Effective management of uncertainty requires a systematic integration of personal qualities and professional self-education strategies. The findings indicate that tolerance to uncertainty is a key condition for successful self-educational activity and professional self-realization in the contemporary educational environment. Overall, it contributes to more effective self-education, enhanced stress resilience, and improved professional performance under emerging challenges. Future research should focus on the psychological determinants of teachers’ self-educational activity and their influence on adapting to changes in the educational environment.

Item Type:	Article
Additional Information:	https://doi.org/10.5281/zenodo.17831290
Keywords:	higher education institution, lecturer, self-educational activity of a higher education lecturer, conditions of uncertainty, tolerance for uncertainty, transversal competences, soft skills.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 374 Education and training out of school. Further education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Pedagogical Education and Education for the Adults > Andragogy Department
Depositing User:	к.пед.н. Алла Миколаївна Самко
Date Deposited:	17 Jun 2026 11:41
Last Modified:	17 Jun 2026 11:41
URI:	https://lib.iitta.gov.ua/id/eprint/749543

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