Innovative approaches to foreign language learning in Ukrainian and Swedish universities
challenges in post-pandemic and wartime contexts
DOI:
https://doi.org/10.22633/rpge.v29iesp1.20470Keywords:
Motivational Readiness, Future Teachers, Formation of Readiness, Professional Activity, Psychological and Pedagogical ConditionsAbstract
The article explores the motivational readiness of future teachers within the professional training systems of Ukraine and Europe, with a focus on Sweden. The study identifies similarities in how both educational traditions interpret this concept and highlights the growing emphasis on student-teacher interaction. Practices such as small group work and brainstorming were found to effectively boost creativity and independent thinking. During the experiment, students faced challenges in departing from traditional thinking and generating innovative ideas. The session structure included a circle arrangement for “non-experts” with “experts” observing from the outside, allowing open idea-sharing moderated by the teacher in a relaxed environment. The study also notes key methodological differences: European institutions emphasize case studies and research-based learning, while Ukrainian training remains more focused on theoretical and pedagogical instruction.
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