Oksana Tur
https://orcid.org/0000-0002-2754-9963
STRATEGIES FOR TRAINING MASTER’S STUDENTS IN EARLY CHILDHOOD EDUCATION IN UKRAINE AND THE CZECH REPUBLIC: THE CASE METHOD IN COMPARATIVE ANALYSIS
Full text (pdf)
Language: Ukrainian
Abstract. The article is devoted to the theoretical substantiation and development of practical tools for modernising the training of master’s students in early childhood education in Ukraine in the context of European integration and the challenges of martial law. The study focuses on a comparative analysis of the educational strategies implemented by Ukrainian higher education institutions (HEIs) and the University of Hradec Králové (Czech Republic) to identify areas of mutual enrichment between the two educational models. The empirical investigation is based on content analysis of curricula, comparison of ECTS credit allocations, and structural-functional modelling of graduates’ career trajectories. A comparison of indicators revealed conceptual differences: the Ukrainian model is oriented towards an academic-managerial pathway leading to leadership positions, whereas the Czech model focuses on a clinical-pedagogical specialisation for working with children with special educational needs. In the Czech Republic, the core of the programme is a clinical and corrective component supported by extensive practical training, whereas in Ukraine the inclusive component is integrated throughout the curriculum, with priority given to the research component. The Ukrainian certification process assesses graduates’ competencies as researchers and educational managers, whereas the Czech applied case-method examination serves as professional certification for the inclusive services sector. The Czech system is also characterised by longer study duration, greater financial accessibility, and diversified scholarship support. The study emphasises that a radical change in the direction of Ukrainian programmes would be inappropriate owing to the resilience of their managerial foundation under extreme conditions, established national traditions, and labour market demand for managers responsible for implementing inclusive education. The adaptation of international experience is therefore justified through a two-tier model. The regulatory mechanism provides for the expansion of competencies related to crisis support for children affected by wartime psychological trauma. At the institutional level, HEIs should modernise elective courses (occupational therapy, art therapy, and somatopaedics) and increase the duration of practical training placements in inclusive resource centres. Interactive learning platforms will bring distance learning closer to European standards. The integration of inclusive approaches and the strengthening of practical training will ensure the international competitiveness of future early childhood educators.
Keywords: master’s students in early childhood education, European integration of higher education, inclusive education, international competitiveness, comparative analysis.
https://doi.org/10.32987/2617-8532-2026-3-81-95
Keywords: master’s students in early childhood education, European integration of higher education, inclusive education, international competitiveness, comparative analysis.
https://doi.org/10.32987/2617-8532-2026-3-81-95
References:
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4. Krasnyakov, Ye. V. (2015). Public policy of Czech Republic in industry of education: experience for Ukraine. Visnyk NAPA, 4, 101-106. Retrieved from http://nbuv.gov.ua/UJRN/Vnadu_2015_4_17 [in Ukrainian].
5. Muranova, N., & Polishchuk, O. (2017). Experience of Reforming the Education System in the Czech Republic. Current Problems in the Education System: Secondary Education Institutions – Pre-university Training – Higher Education Institutions, Proceedings of the 3rd All-Ukrainian Scientific and Practical Conference. Kyiv. Retrieved from https://lib.iitta.gov.ua/id/eprint/726846 [in Ukrainian].
6. Stepura, L., & Buhlak, K. (2011). Study of innovative processes in education and science of France and the Czech Republic. Education of Ukraine, 23-24, 9. Retrieved from https://library.wunu.edu.ua/libsearch/DocDescription?doc_id=220782 [in Ukrainian].
7. Drozhzhyna, T. V. (2009). Eurointegration processes in education. Czech experience. School management, 11, 24-27 [in Ukrainian].
8. Knodel, L. (2007). Formation and development of education in the Czech Republic. School director, 11, 63-69 [in Ukrainian].
9. Minhova, J., Lovasova, V., & Vankova, J. (2008). Psychological aspects of teaching practice. Universytet, 1, 91-94.
10. Kuchma, V. (Ed.). (2021). How to obtain higher education in the Czech Republic? Suchasna Osvita, 1-2(167), 14-16. Retrieved from https://s-osvita.com.ua/images/publisher/2021/01-02/mobile/index.html#p=14 [in Ukrainian].
11. Univerzita Hradec Králové. Pedagogická fakulta. (2026). Final theses at ÚPPSP, deadlines and defense of SZZ. Retrieved from https://www.uhk.cz/cs/pedagogicka-fakulta/pdf/pracoviste-fakulty/ustav-primarni-preprimarni-a-specialni-pedagogiky/zaverecne-prace-na-uppsp [in Czech].
12. Loudová Stralczynská, B., Stará, J., Selbie, P., & Ristić, P. (2022). Educating pre-primary and primary teachers today: quality initial professional studies for teachers in six European Union countries. Praha: Univerzita Karlova. Retrieved from https://www.academia.edu/96359454/Educating_pre_primary_and_primary_teachers_today_quality_initial_professional_studies_for_teachers_in_six_European_Union_countries.
13. Janík, T. (2013). From curricular reform towards productive culture of teaching and learning. Pedagogická orientace, 23(5), 634-663. DOI: https://doi.org/10.5817/PedOr2013-5-634 [in Czech].
14. Stefanovych, M. (2023). Where to study in Europe in 2024? Suchasna Osvita, 11, 16-18. Retrieved from https://osvita.in.net/images/publishing/2023/11/mobile/index.html#p=17 [in Ukrainian].
Received: [28.05.2026]
Reviewed: [14.07.2026]
Accepted: [28.07.2026]
Published: [31.08.2026]
