Teachers’ Professional Development in Ukraine: Are They Ready to Obtain Micro-credentials in Wartime?

Nataliia Hoivanovych and Oresta Karpenko

Summary:  This article analyses teachers’ readiness to obtain micro-credentials in Ukraine within the framework of the CRED4TEACH project (2023–2026). The project develops mechanisms for recognising micro-credentials at national and institutional levels. By adopting a theoretical framework centred on lifelong and self-regulated learning, the study considers the impact of educational digitalisation and wartime stressors. The study investigated the needs, readiness and motivation of 282 teachers regarding the acquisition of micro-credentials through massive open online courses (MOOCs) during wartime. A quantitative approach was used methodologically, with an online questionnaire distributed to 127 secondary schools in Lviv assessing socio-demographic characteristics, motivation and self-organisation. Data were processed using Student’s t-test. The research revealed high levels of interest among teachers in obtaining micro-credentials (74.3%), driven by factors such as their relevance to the labour market, the convenience of distance learning, an optimal course duration of 4–6 ECTS credits and university rankings. The main motivational factors were the desire for professional and personal development, and the wish to improve the effectiveness of their work. While the level of motivation for self-education in wartime was average, the results showed a high level of duty and responsibility as well as a need for self-awareness. The main barriers identified were a lack of information about MOOCs, insufficient pedagogical support, lack of time, financial constraints and family responsibilities. These results can inform the development of effective teacher training programmes that consider the needs of the labour market and the specific challenges of wartime in Ukraine.