A TRAUMA-FOCUSED APPROACH TO TEACHER EDUCATION AMIDST GLOBAL CHALLENGES

Abstract

Relevance The contemporary educational landscape operates within a "traumatic epidemic" precipitated by warfare, migration crises, and global social turbulence. Traditional pedagogical methodologies are losing efficacy due to the widespread psychological impact on learners, necessitating a transformation of the educator’s role from a mere transmitter of knowledge into a "resource leader." The demand for professionals capable of supporting learners through crisis experiences underscores the need for a scientific substantiation of the trauma-focused approach as a nascent philosophy for higher education.

Aim. This study aims to theoretically substantiate and elucidate the essence of the trauma-focused approach in teacher education, develop a three-level implementation model, and delineate the methodological foundations for its integration into the higher education process.

Methods. The research employs an analysis of scientific literature in the fields of trauma neuropsychology and humanistic pedagogy; a reflexive analysis of the author’s managerial experience at the Ukrainian Free University; a modeling method to design the professional training structure; and theoretical synthesis to formulate the "guild training" methodology and transgenerational continuity.

Results. The study elucidates the substance of the trauma-focused approach, which prioritizes psychological safety and the concept of "vector competence." It identifies several foundational principles for training, including "Love and Boundaries," horizontal communication ("I’m OK – You’re OK"), the prevention of retraumatisation, and fundamentality. The analysis substantiates a three-level implementation model comprising a foundation (axiology and ethics), a process (the "Love and Boundaries" model), and an existential dimension (the cultivation of self-efficacy and a life-affirming outlook). Furthermore, the paper delineates an implementation methodology that incorporates stages of decompression, the delegation of responsibility, the construction of a transgenerational bridge, and existential reflection. Finally, the results demonstrate that while artificial intelligence serves as an auxiliary tool, it cannot replicate the "containment" effect or the depth of authentic human relationships.

Conclusions. The trauma-focused approach enables the preparation of professionals capable of transforming traumatic experiences into post-traumatic growth. The proposed model facilitates the development of competitive educators who integrate technological literacy with profound empathy and ethical responsibility. Ultimately, implementing this methodology in Ukraine establishes the prerequisites for formulating new global standards in humanistic and resilient pedagogy.