Features of future teacher’s ethnocultural competence formation in the conditions of martial law

Abstract

The article highlights some aspects of students’ ethnocultural competence formation at higher pedagogical education institutions during the war in Ukraine. In particular, it is emphasized that mastering fundamental educational components such as the Ukrainian Language, History of Ukrainian Statehood and National Culture, History of Pedagogy, and Ethnopedagogy is the foundation of future teachers’ ability to navigate freely in the world of cultural values of their ethnic group, understand the language of the ethnoculture and create, using this language. It is stated that the future teacher’s ethnocultural competence strengthening is facilitated by the receipt of non-formal art education at higher pedagogical education institutions in permanent artistic and creative groups with national orientation and temporary student associations. Emphasis is placed on the fact that future teachers’ non-formal artistic and educational activities in such groups contribute to their mentality development, ethnic morality formation, ethnic identity maintenance, ethnocultural competence enrichment, etc. It is pointed out that the value of non-formal education in artistic and creative groups is especially relevant in martial law. It is primarily due to the rise of the national spirit, the introduction of a much larger number of works of art with national content, as well as the possibility of involving inner internally displaced persons from the temporarily occupied territories, namely students of other universities, preschoolers, and primary school children who found shelter in the universities situated on the unoccupied territory of Ukraine. The article gives examples of non-formal artistic and creative groups and temporary associations activities at Poltava V. G. Korolenko National Pedagogical University. It has had a positive impact on future teachers’ ethnocultural competence formation during the war.