DIRECTIONS FOR THE DEVELOPMENT OF HEALTH-PROTECTING COMPETENCE OF EDUCATIONAL STAFF IN RELATION TO CREATING A SAFE EDUCATIONAL ENVIRONMENT

Abstract

The article analyzes scientific studies on the formation and development of teachers' health-preserving competence and defines the essence of the concepts of "teacher's health-preserving competence" and "safe educational environment." Based on a meta-analysis of the results of the monitoring study "Professional Competence of Pedagogical Staff in Creating a Safe and Healthy Educational Environment in Educational Institutions of the Zaporizhzhia Region," an assumption was made about the formation of a system of knowledge, skills, and abilities among teachers regarding the creation of a safe environment in educational institutions. The article examines current issues related to the safety of educational process participants in modern realities, particularly under martial law conditions. It explores the main aspects of health-preserving activities among primary and secondary school teachers, analyzing their level of awareness regarding grant opportunities, team interaction in the implementation of anti-bullying programs, and the organization of the educational process in both distance and in-person learning formats. A low level of teachers' awareness regarding the transformation of the educational environment was identified, including modeling and conducting online lessons with a flexible structure, adherence to sanitary and hygienic standards, and active interaction among educational process participants. The authors propose ways to improve the educational process in the context of safety and health preservation. Specifically, the necessity of increasing teachers' awareness of grant activities, implementing systematic training sessions on a competency-based approach, active learning, online teaching, and team interaction is substantiated. Prospective research directions have been identified: determining the effectiveness of the proposed measures, studying teachers' motivation for implementing active learning, exploring the possibilities for developing their health-preserving competence within the system of postgraduate education, and developing strategies for fostering a safety culture among educational process participants in response to contemporary challenges.