- Семеног, Олена Миколаївна (orcid.org/0000-0002-8697-8602) and Грона, Н.В. (orcid.org/0000-0003-2578-2865) (2026) National-cultural component of the content of professional training for future teachers – Ukrainian philologists under martial law Слобожанський науковий вісник. Серія: Філологія (13). pp. 115-124. ISSN 2786-8052
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Abstract
The article explores the theoretical and applied aspects of implementing the national-cultural component in the professional training of future Ukrainian philology teachers within the context of state-building processes, wartime, and globalization challenges. The relevance of the study is driven by the necessity to form a linguo-cultural personality of a teacher capable of consciously transmitting national values in the digital educational space. The essence of the national-cultural component of professional training is clarified as a complex integrative characteristic of a teacher’s personality. It encompasses a system of knowledge regarding national culture and the conceptual sphere of the Ukrainian language, stable value orientations, and professional competencies aimed at asserting Ukrainian identity and effectively retransmitting the ethnocultural code in educational practice. It is proved that in the realities of war, this component acquires strategic significance: linguistic resilience and identity emerge as factors of national security, while the Ukrainian language serves as a tool for cultural resistance and the protection of spiritual borders. A comparative analysis of educational programs at Sumy State Pedagogical University named after A. S. Makarenko and National University “Chernihiv Collegium” named after T. H. Shevchenko was conducted. Complementary models of its implementation were identified – regional research and educational-nation-centric: a combination of regional context with intercultural dialogue The potential of interactive methodological tools in shaping the personal stance, critical thinking, and creative self-realization of future teachers is outlined. The effectiveness of combining linguistic analysis, etymological research, and media analysis in understanding history through language and transitioning from a reproductive to an interpretative level of learning is demonstrated. Emphasis is placed on the need to strengthen the digital and media education dimensions of training, particularly through the creation of original podcasts, interactive cases, and the visualization of cultural concepts.
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