The Ecosystem of Higher Teacher Education in Ukraine in the Context of Global Change: Models and strategies

Abstract

The article discusses the current state and challenges faced by higher teacher education in the world and
in Ukraine in the context of global changes accelerated by the COVID-19 pandemic. The analysis shows that
the crisis has exacerbated the problems of inequality in education, educational gaps and loss of skills, especially
among vulnerable groups, and has also affected the mental health of students and teachers. The author
argues that a return to the usual educational models without taking into account the transformational
opportunities gained during the crisis would be futile, as current realities require a revision of approaches
to education. The article is based on the global experience of transforming educational systems, focusing
on the development of an ecosystem approach that takes into account the integrity and flexibility
of educational models, their adaptation to social and economic needs, and the integration of technology.
The article provides an overview of key concepts and strategies for the formation of educational ecosystems
based on the principles of inclusiveness, personalization and collaboration, such as hybrid learning models, life
skills development, inclusion and networked communities of practice. Particular attention is paid to the role
of technology, partnerships, and civil society in creating effective learning environments. The author analyzes
the strategy for the development of higher education in Ukraine and identifies key areas for the transformation
of higher pedagogical education. The author emphasizes the need to integrate Ukrainian higher education into
the world space, develop partnerships, introduce innovative technologies and form the competencies necessary
for life in the modern world. A number of recommendations are proposed for the development of educational
ecosystems in Ukraine, in particular, the implementation of systemic transformation, which requires not only
changes at the institutional level, but also a revision of values, goals and priorities in educational activities to achieve sustainable development of higher pedagogical education