PREPARING THE EDUCATOR FOR EDUCATIONAL WORK IN THE CONTEXT OF DIGITALIZATION

Abstract

The article provides a comprehensive theoretical and methodological analysis of the process of preparing future educators for educational activities in a digital environment during wartime. The author substantiates the transformation of the educational paradigm, where digitalization emerges as a strategic resource for ensuring the continuity of educational influence and the preservation of the national identity of future educators. It is proven that the evolution of the educational space requires a rethinking of the phenomenon of resilience as an active adaptation of a specialist through the use of innovative technological tools. In the course of the scientific search, the concept of “digital educational resilience” is conceptualized as a new professional quality of an educator that integrates technological knowledge into the structure of personal characteristics to strengthen the cognitive resilience of youth. The structural components of the specialist training model (cognitive, technological, personal-creative, and psychological) are characterized in detail. The cognitive component covers a system of knowledge regarding the specifics of digital communication during war, while the technological component is aimed at mastering VR/AR tools and gamification for the implementation of patriotic education. The personal-creative component reflects the educator’s ability to be a creator of safe original content. The psychological component ensures self-regulation and the ability to transmit calmness through digital communication channels. The author identifies practical tools for the implementation of “pedagogy of support”, among which a special place is occupied by virtual museums, digital hermeneutics, and the gamification of volunteering, which serve as means of countering enemy narratives. It is proven that the role of the educator is transforming into the function of a digital resilience mentor who combines high technological literacy with deep empathy. The developed model contributes to increasing the adaptability of educators to the challenges of martial law and ensures the continuity of the transmission of cultural codes in conditions of the territorial dispersion of learners. The Ukrainian experience of “digital pedagogy of indomitability” creates a unique example for the global scientific community.