Education reform: educators` professional transformation in the context of war and the post-war period

The presented article examines the conceptual framework of the educators` professional transformation (EPT) taking into account the modern requirements of educational reforms and societal development in the conditions of war. The author, considering the wartime (post-war) situation in the country, the COVID-19 pandemic, and the emigration of children and youth due to military events, emphasizes the importance of adaptation and educators` professional transformation. The researcher highlights the need to provide educators with quality education for children and youth and their psychosocial support to overcome educational losses. It is noted that teachers will always play a key role in the country's reconstruction and the achievement of societal well-being in the post-war period. The article extensively analyzes key concepts that form the basis of the structure, including the «4Cs» (creativity, critical thinking, communication, collaboration), and discusses their significance and role in the modern educational environment. The main focus of the article is on the importance of an individual trajectory of professional transformation for each educator. The researcher points out that there are several possible paths to achieve transformation, such as comprehensive updating of professional knowledge and skills, mastering psychological approaches to support students and creating a safe learning (educational) environment, implementing interactive teaching methods and distance technologies, and strengthening cooperation with colleagues and the community. The results of a survey conducted among educators indicate support for these pathways. An important aspect of the article is the consideration of the components of teachers' readiness to implement educational reforms, such as deep knowledge of the fundamental principles and goals of reforms, motivation, psychological readiness, and communicative readiness. The article describes the steps for successful completion of the professional transformation process, including diagnosis, planning, implementation, and evaluation. This ensures a comprehensive approach to understanding and achieving the readiness of educators for the implementation of educational reforms, emphasizing individual opportunities and continuous professional development