Shaping the modern teacher's profile: Ukrainian and Israeli perspectives amid military conflicts

Abstract

This study explores the transformation of the modern teacher’s profile in Ukraine and Israel in the context of ongoing military conflicts. It focuses on the evolving role of educators and the essential skills required to ensure the continuity of education in times of crisis. Through surveys of teachers from both countries, the research identifies the core competencies that define effective teaching during conflict, including organizational skills, technological proficiency, and subject matter expertise. However, as conflicts persist, new demands have emerged, such as the need for psychological support, informal communication, and a stronger focus on students' emotional well-being. The study also compares the educational infrastructures of conflict-affected regions in Ukraine and Israel, highlighting the challenges teachers face in providing quality education under such conditions. Teachers in both countries have had to adapt to distance learning, utilizing digital platforms to engage students and ensure learning continues. The findings suggest that modern teachers in these regions are not just educators but key figures in supporting students' emotional and psychological needs, helping them navigate the trauma and uncertainty brought on by military conflict. This research underscores the importance of adaptability, emotional intelligence, and continuous professional development in shaping the modern teacher’s profile in conflict zones.

Keywords: Modern teacher’s profile, military conflicts, educational process, distance learning, teacher competencies, crisis education.

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