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The integrative value of soft skills in a teacher's
professional competence
Firuza KHUSAINOVA
1
Tashkent State University of Law
ARTICLE INFO
ABSTRACT
Article history:
Received May 2025
Received in revised form
15 June 2025
Accepted 25 June 2025
Available online
15 July 2025
This article examines the key soft skills of teachers that
contribute to professional resilience and effectiveness. It
analyzes the theoretical foundations and contemporary
approaches to developing emotional awareness, adaptability,
and self-development in the context of high professional
burnout. Recommendations for cultivating these competencies
are provided, aimed at preventing burnout and improving the
quality of pedagogical practice.
2181-
1415/©
2025 in Science LLC.
DOI:
https://doi.org/10.47689/2181-1415-vol6-iss6/S-pp3
54-368
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
successful career,
knowledge,
development,
professionalism,
teacher's self-care,
pedagogical improvisation,
to learn new things.
O‘qituvchining k
asbiy kompetensiyasida soft skills (yumshoq
ko‘nikmalar)ning integrativ ahamiyati
ANNOTATSIYA
Kalit so‘zlar
:
muvaffaqiyatli karyera,
ko'nikmalar,
rivojlanish,
professionallik,
o'qituvchining self-care
ko'nikmasi,
pedagogik improvizatsiya,
yangi bilimlarni o'zlashtirish
istagi.
Maqolada professional barqarorlik va samaradorlikka hissa
qo'shadigan o'qituvchining asosiy soft skills (yumshoq
ko'nikmalar)i tadqiq etiladi, yuqori kasbiy charchash sharoitida
hissiy
anglashni,
moslashuvchanlikni
va
o'zini-o'zi
rivojlantirishni shakllantiruvchi nazariy asoslar va zamonaviy
yondashuvlar tahlil qilinadi. O'qituvchilarning barqarorligini,
ularning kasbiy mahoratini va ishidan qoniqish hissini
oshirishga qaratilgan kompetensiyalarni rivojlantirish bo'yicha
tavsiyalar beriladi.
1
Associate Professor, General Sciences and Culture Department, Tashkent State University of Law
E-mail: fayruzakhusainova@gmail.com.
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Интегративное значение soft skills в профессиональной
компетентности преподавателя
АННОТАЦИЯ
Ключевые слова:
успешная карьера,
навыки,
развитие,
профессионализм,
self-care
преподавателя,
педагогическая
импровизация,
желание осваивать новое
.
В статье исследуются ключевые soft skills преподавателя,
которые способствуют профессиональной устойчивости и
эффективности. Анализируются теоретические основы и
современные подходы к развитию эмоциональной
осознанности, адаптивности и саморазвитию в условиях
высокого профессионального выгорания. Представлены
рекомендации по формированию данных компетенций,
направленные на предотвращение выгорания и повышение
качества педагогической деятельности.
RELEVANCE OF THE RESEARCH
Against the backdrop of rapid and continuously accelerating changes, as well as the
rapid progress of science and technology, it is impossible to determine with certainty what
skills will be in demand in the future and what needs to be taught and learned.
A teacher uses soft skills in their professional activities on a daily basis, and their
development not only helps them to perform their duties effectively, but also to
“
pass
on”
these skills to students. A lack of soft skills can limit teaching opportunities and even lead
to professional burnout [1].
Modern scientific research emphasizes that in a highly variable and complex social
and professional environment, a specialist who can flexibly and integratively choose
effective strategies for interacting with the outside world is in high demand. Successful
social integration is increasingly determined not only by the level of professional
knowledge but also by the development of communication skills. Modern society requires
creative and proactive individuals who can go beyond the average. Personal and
professional success is primarily driven not by innate qualities but by dedicated self-
improvement and active self-development.
The importance of soft skills for a teacher lies in their multi-level impact on the
quality of the educational process and the effectiveness of professional interaction. In
particular, having developed flexible skills allows you to:
- make classes more exciting by applying a variety of forms and methods of teaching,
taking into account the mood and inner state of students;
- become a model for students, because soft skills cannot be fully mastered through
books or lectures; students develop interpersonal skills by observing the behavior of the
teacher;
- organize interaction with students, taking into account their age and cognitive
abilities, as well as establish contact corresponding to their level of perception;
- demonstrate leadership skills, as teachers are required to command respect from
students, be able to discipline them to achieve their goals, motivate them to be active, and
promote socialization in society;
- show a high level of emotional intelligence, which allows you to recognize the
needs of students and apply an individual approach to each of them.
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Thus, soft skills become an integral component of a teacher's professional identity
and an essential resource for his or her sustainable development in a rapidly changing
educational environment.
Achieving professional success in modern conditions is often impossible without
advanced communication and personal competencies, known as soft skills. As Daniel
Goleman notes, a person's effectiveness in professional activity is directly related to the
level of development of these skills, which serve as a key factor distinguishing successful
specialists from unsuccessful ones, and effective organizations from ineffective ones
(Goleman, 1998).
In turn, T. Ya. Yarkova highlights such skills as critical thinking and an active
position, openness to new experience, and the ability to master it meaningfully,
communication skills, the ability to find and process information, as well as the desire for
constant self-improvement among the leading competencies of the 21st-century
personality [2].
The development of soft skills is currently viewed as a dynamic and continuous
process of personality transformation throughout life, which is fundamental for the
development of a professional teacher.
The object of the research is
various soft skills, which are a necessary condition
for achieving high efficiency of pedagogical activity in the context of rapidly changing
socio-cultural and educational realities.
The subject of the research is
a set of structural components, substantive
characteristics, functional purpose, and mechanisms for the formation and development
of soft skills of a teacher, determined by the specifics of their professional activity and the
requirements of the transforming educational environment.
The research methodology includes:
-
theoretical analysis
–
a systematic review and understanding of modern
scientific concepts and approaches to understanding and developing soft skills
of a teacher in a rapidly changing educational environment;
-
a comprehensive interdisciplinary approach
–
consideration of soft skills as an
integrative complex of personal, communicative, and managerial competencies;
-
qualitative analysis
–
identification of key components and mechanisms for the
formation of soft skills through the description of personal and professional
guidelines, processes of self-organization and self-management of the teacher, as
well as the characteristics of social interaction and management competencies;
-
a dynamic approach to skills development
–
the study of soft skills as a
continuous process of personal and professional growth, including self-analysis,
self-regulation and adaptation to innovations;
-
pedagogical aspect
–
studying the influence of soft skills on the quality of the
educational process, the effectiveness of professional interaction and the
formation of the professional identity of the teacher.
The purpose of this research is
a comprehensive study of individual components
of soft skills, including self-care skills, pedagogical improvisation and motivation to
acquire new knowledge, which are essential for the professional activities of a teacher.
Teacher's self-care: how to save resources and avoid burnout.
Teachers are at
risk of professional burnout, as their work requires not only constant mental and
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emotional stress, but also a high level of interaction with students, which can become a
source of stress. Emotional exhaustion and overload can seriously affect the
effectiveness of teaching activities, reducing the quality of interaction with students
and overall motivation to work. Therefore, it is especially important to develop self-
care skills to maintain a balance between professional responsibilities and personal
well-being.
It is important for a modern teacher to be able to analyze their condition, be
aware of their needs and interests, as well as understand what resources he has and
how they can be effectively used. Self-care refers to the ability to reflect on the
processes taking place in life, as well as to be aware of their emotions, desires and goals.
The more these skills are developed, the more effective the teacher works and the more
intense his professional life becomes.
The origins of the concept of self-care really go back to the philosophy of
antiquity. The most important philosophers of the time, such as Epictetus, Socrates, and
Plato, emphasized the importance of caring for the soul as a fundamental element of
human life.
Epictetus emphasized the importance of internal self-control and the realization
that external circumstances cannot influence our souls. He taught that true well-being
depends not on external conditions, but on our ability to manage our thoughts and
emotions. According to Epictetus, self-care involves developing inner stability and
harmony through self-knowledge and self-control.
Socrates was one of the first to proclaim that
“
an unexplored life is not worth
living
”
. He argued that self-care begins with self-discovery. He emphasized the
importance of paying attention to the development of one's inner world and moral and
spiritual integrity. According to Socrates, taking care of the soul requires constant self -
reflection and critical analysis of one's actions and thoughts.
Plato, building on the ideas of Socrates, viewed the care of the soul as the primary
goal of human life. He argued that true happiness could only be achieved through the
development of the mind and moral self-improvement. For Plato, self-care
encompassed not only physical health but also the cultivation of intelligence and moral
qualities, leading to the harmonious development of the soul.
Thus, the ancient philosophers emphasized that self-care was primarily about
nurturing one's inner state, fostering intellectual growth, moral principles, and self-
awareness.
At first glance, this may seem unexpected, but this issue is actively studied in the
scientific community, and these studies highlight not only its significance but also,
unfortunately, the adverse trends associated with it.
Research shows an alarming picture: between 78% and 89% of education
workers are under constant stress, 36% experience symptoms of professional burnout,
and 51% suffer from sleep disorders, including insomnia. Moreover, these figures
continue to grow steadily every year [3].
Additionally, teachers are more likely to experience loneliness and social
isolation. Due to the high workload and strict time constraints, it can be challenging for
them to maintain a healthy work-life balance. As a result, many talented educators may
choose to leave the profession [4].
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The problematization of self-care in psychological and pedagogical sciences
focuses on the fact that self-care is not limited only to physical condition, but also
includes inner development, understanding of one's, as well as personal improvement
[5].
Within the framework of self-care, several key skills can be identified that a
teacher needs to develop the ability to take care of themselves:
-
the ability to recognize and be aware of one's condition. This includes developing
emotional awareness, understanding the signs of fatigue, tension, or burnout. It
is important for a teacher to learn to notice when rest is needed, a shift in
attention, or a change in approach to work.;
-
the ability to set boundaries and manage time. It is important for a teacher to be
able to separate professional and personal life, say
“
no
”
in situations of overload,
plan working hours competently, and allocate space for recovery. This prevents
chronic stress and helps maintain stable work dynamics.
- the ability to apply restorative and supportive practices. This is the regular use
of methods that promote the restoration of resources: physical activity, meditation,
breathing exercises, creativity, professional communication, and rest;
- self-determination. This is a skill that helps a teacher find their place in a
particular professional field. When a person realizes what they want to do, they can
achieve great success.
The educational paradigm of the 21st century requires modern teachers to have
new competencies related to high levels of adaptation. The pedagogical discourse of
self-care is reflected in modern training culture, which includes personal growth
training, communication training, socio-psychological training, psychotherapeutic
training, autogenic training, and more. These training programs simulate real-life
situations, allowing individuals to develop their strategies and participate in the
individual design of their lives [6].
Self-care allows a teacher to follow their path, rather than trying to adapt to the
slightest changes in the world.
If each teacher learns to take care of themselves and chooses methods that work
for them, universities will have a teaching community where everyone can contribute
to the common goal based on their strengths and interests [7].
Teaching, like any profession that requires constant communication, requires
significant emotional and physical effort, as well as the ability to cope with stress.
Teachers are responsible not only for their performance but also for the success of their
students. Every day, they interact with a large number of people, each of whom brings
their emotional background, which is partially transferred to the teacher. To maintain
a high level of energy and productivity, as well as to perform their duties effectively, it
is important to take care of oneself.
Developing this skill brings several important benefits.
Firstly, a teacher who develops such skills has a higher level of physical and
mental health compared to those who do not pay attention to self-care. This means that
they are less likely to get sick, have more energy, and are better able to cope with
stressful situations;
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Secondly, such a teacher is more productive and efficient in planning their work.
They are better able to concentrate, focus on tasks, and make decisions quickly and
accurately in emergencies.
Thirdly, such a teacher is more “environmentally friendly” for others. They are
more likely to be friendly to their colleagues and students, without passing on their
emotional burnout, as they are less likely to experience it.
Fourth, a teacher who develops these skills is more likely to engage in self-
learning and often reflects on their own needs and future development. They regularly
reflect on their career, whether they are satisfied with their current job, or if they
should consider a change of profession.
French philosopher Michel Foucault believed that such activities should be given
dedicated time. He argued that
“
educating oneself
”
and
“
taking care of oneself
”
are
interconnected practices. In his work
“
The Discourse of Epictetus
”
Foucault wrote:
“
Self-care requires the ability to reflect on one's condition and assess it to avoid
engaging in activities that one cannot sustain
”
[8].
According to Foucault, the ability to
“
educate oneself
”
includes regular reflection
on one's condition, awareness of one's needs and limits of possibilities, as well as
making decisions about how best to allocate one's forces. This approach helps to avoid
professional burnout, supporting not only health but also the desire for continuous
development. Therefore, it is important for teachers to pay attention not only to their
professional training but also to take care of their inner state to effectively transfer
knowledge and maintain high-quality interaction with students.
Self-care is an ongoing process of self-improvement. A teacher can become more
successful by learning how to manage their time, emotions, and life effectively. This can
lead to success and harmony in various areas of life.
Recommendations for teachers on developing self-care skills
:
- learn to recognize signs of fatigue, stress, and professional burnout. Noticing
these signals in time is the first step to preventing emotional exhaustion;
- learn how to plan your time, allocate work and recovery periods, and say no to
additional workloads that can lead to overload;
- include in daily practice methods of resource recovery
–
physical activity,
meditation and breathing practices, creative self-expression, communication with
colleagues and support of professional contacts, quality rest and sleep;
- develop emotional awareness and self-reflection. Spend time thinking about
your goals, desires, and priorities, take into account your inner needs, and respond to
them appropriately;
- work on professional self-determination. Understand your strengths, interests,
and values in order to build a career in accordance with your own aspirations and avoid
professional burnout;
- participate in training and educational programs aimed at personal
development and stress management. This will allow us to develop stable self-
regulation skills and increase adaptability in rapidly changing conditions;
- maintain the harmony of the inner world, paying attention not only to physical
health, but also to moral and spiritual development;
- use reflection and self-control practices. Regularly assess your condition and
adjust your plans based on your current capabilities to avoid overexertion.
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Table: Сonclusion and generalization
Self-care skill
Role in professional
life
Methods of development
and support
Awareness of personal
condition
Helps identify signs of
fatigue and prevent burnout
Keeping a self-observation
journal, regular reflection, and
tracking emotional responses
Setting boundaries &
time management
Supports a balance
between work and personal
life
Daily planning, saying
“no” when necessary,
and limiting
overwork
Restorative and
supportive practices
Replenish physical and
emotional resources
Physical exercise,
meditation, breathing techniques,
creative expression, rest
Professional self-
determination
Increases job
satisfaction and resilience to
stress
Analyzing interests, career
goal setting, and participation in
professional coaching
Emotional awareness
and self-reflection
Enables emotional
regulation and deeper self-
management
Reflective writing,
emotional journaling, and
therapeutic techniques
Adaptability and
stress resilience
Supports productivity
in dynamic and stressful
environments
Stress-management
training, self-regulation
techniques, peer support groups
Spiritual and moral
development
Builds a strong inner
foundation and value system
Reading philosophical
literature, ethical contemplation,
and introspection
Continuous self-
education and growth
Prevents stagnation
and maintains motivation
Attending workshops,
online courses, and professional
learning communities
Ongoing self-
regulation and control
Prevents overexertion
and ensures efficient use of
personal resources
Daily self-checks, flexible
adjustment of tasks based on
physical and emotional state
Self-care is a foundational skill for long-term success and emotional stability
in the teaching profession. In the 21st-century educational environment, educators
face continuous challenges that require not only expertise but also strong personal
well-being. Teachers who develop self-care strategies
–
such as setting boundaries,
recognizing stress signals, practicing reflection, and engaging in restorative routines
–
are more likely to maintain motivation, health, and effective communication with
students. Self-care is not a luxury; it is a necessity for sustainable teaching and a
powerful investment in both personal and professional growth.
The art of pedagogical improvisation: freedom, spontaneity,
and
effect. “As soon as a teacher enters the classroom, they are faced with a
multitude of unexpected situations, both in terms of academic activities and in terms
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of educational influences that are difficult to predict. This is why it is important to be
quic
k on your feet and improvise seamlessly” [9].
Improvisation is an amazing skill that allows a teacher to respond
spontaneously to unexpected situations in teaching. During classes, there are always
moments when quick decision-making is required, from unexpected questions to
unprepared presentations.
When there is a need to communicate effectively, navigate difficult
circumstances, and develop flexible thinking skills, the art of improvisation comes to
the rescue. The ability to think on the go helps to look at tasks from a new
perspective.
In order to master the art of improvisation and understand its basic principles,
it is necessary to focus on the basic rules. Every teacher who wants to develop this
skill should remember that improvisation requires self-control and the ability to
concentrate on the current situation.
The main aspects of improvisation are:
- spontaneity
–
improvisation requires a quick response to current events and
changing circumstances;
- creativity
–
successful improvisation requires creativity and flexibility of
thought, which allows for the development of innovative solutions in real-time;
- adaptability
–
the ability to quickly adapt to changes and unexpected
situations;
- confidence
–
improvisation is easier when a person is confident in their
abilities and can rely on their knowledge and experience.
Pedagogical improvisation is not a random process, but a natural and
important element of creative work, which is an effective way to achieve the
intended goals and a tool for promptly adjusting the pedagogical plan in response to
changing circumstances. Within the key components of the educational process,
pedagogical improvisation can be used to clarify the objectives of the lesson, the
content of the educational material, and the methods and communication
techniques.
Kharkin V.A. emphasizes that the process of pedagogical improvisation
includes four stages. In the first stage, there is an unexpected intuitive discovery of
an idea, a new approach, or a paradoxical thought, which often occurs in non-
standard situations or during moments of emotional excitement. The second stage
involves the intuitive-logical comprehension of the idea and the selection of a
method for its implementation. The third stage is the public realization of the idea
with intuitive-logical adjustments, where the idea is adapted in response to changing
conditions. In the last, fourth stage, there is a quick intuitive-logical analysis of the
results of the improvisation, which results in a decision to continue the
improvisation or to adjust it [10].
Improvisation requires constant practice, patience, and openness to new
experiences.
Pedagogical improvisation can manifest itself in various forms. For example:
Verbal action
–
this can be a monologue or dialogue by the teacher, a witty
remark, an anecdote, or an analogy, which helps create the right atmosphere in the
classroom or during interactions with students.
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Physical action
–
although this is less common in the pedagogical process, it
can involve non-verbal communication, which also plays a role in establishing a
connection with students.
Successful improvisation is only possible based on good preparation. It is no
coincidence that it is often said that the best improvisation is a well-thought-out
improvisation. An important aspect of successful improvisation is the experience of
analyzing typical situations and the ability to anticipate events based on knowledge
of laws, trends, and well-founded hypotheses [11].
The improvisational aspect of pedagogical work creates an opportunity to
meet the moral and psychological needs of a teacher who strives for success and
professional growth, which manifests itself both in career advancement and in
increasing the level of skill and wisdom. The constant improvement of teaching
methods is always in the focus of teachers, which is reflected in the development of
new approaches to teaching various subjects. Among these approaches, attention to
improvisation as an important element that contributes to the creative development
of students stands out.
Concluding, we can say that the ability to improvise is important for a teacher
because it:
- provides adaptability
–
helps to flexibly respond to unforeseen situations
during classes, changing the course of the lesson without losing its effectiveness;
- enhances student engagement
–
makes classes lively, interesting and
relevant, retaining attention and increasing motivation to learn;
- develops professional skills
–
stimulates a creative approach to teaching,
allowing you to go beyond patterns and use non-standard solutions;
- supports the emotional stability of the teacher
–
allows you to remain calm
and confident even in difficult conditions, quickly find optimal pedagogical moves;
- promotes effective communication
–
makes interaction with students more
natural, individualized and productive.
Thus, improvisation is not just an auxiliary skill, but a necessary component of
the professional competence of a modern teacher.
Recommendation for the development of pedagogical improvisation skills:
- practice concentration and self-control to keep your mind clear under
stressful conditions;
- develop spontaneity, creativity and flexibility of thinking, which will allow
you to find non-standard solutions and make quick decisions;
- learn to manage your emotional state and maintain confidence in your
knowledge and experience;
- regularly analyze typical pedagogical situations, predict possible difficulties
and work out options in advance;
- include improvisation elements in the learning process
–
verbal cues,
analogies, non-verbal communication
–
to maintain a lively and engaged
atmosphere;
- constantly improve skills by participating in trainings and sharing
experiences, so that improvisation becomes an integral part of professional
activities.
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Table: Сonclusion and generalization
Aspect
Description /
Manifestations
Recommendations and
skill development methods
Definition
The teacher’s ability to
quickly and flexibly respond to
unexpected situations during
teaching
Practice, self-control,
and concentration
Key characteristics
–
Spontaneity
–
Creativity
–
Adaptability
–
Confidence
Develop creative
thinking, practice quick
decision-making, and build
confidence
Importance of
improvisation
A tool for promptly
adjusting the pedagogical plan,
effective communication, and
achieving teaching goals
Incorporate
improvisation elements in
lessons, develop non-verbal
communication skills
Main forms
–
Verbal actions
(monologues, dialogues, witty
remarks, analogies)
–
Non-verbal actions
(gestures, facial expressions)
Use humor, analogies,
gestures to maintain interest
and positive classroom
atmosphere
Stages of pedagogical
improvisation (per Kharkin
V.A.)
1. Intuitive discovery of
an idea
2. Logical selection of
implementation method
3. Public realization with
adjustments
4. Analysis and decision to
continue or adjust
Awareness of stages,
planning, reflection,
experience analysis
Benefits for teachers
–
Adaptability to changes
–
Increased student
engagement
–
Development of
professional skills
–
Emotional stability
–
Effective
communication
Practice flexible
thinking, develop emotional
intelligence, train
communication skills
Relation to creative
development
Helps create new teaching
approaches and supports
students’ creative growth
Implement innovative
methods, foster creativity in
teaching process
Practical
recommendations
–
Train concentration and
self-control
–
Develop spontaneity
and flexible thinking
–
Manage emotions
–
Analyze typical
situations and prepare in advance
–
Include improvisation in
lessons
–
Regularly improve skills
through training
Regular practice,
experience sharing, integrate
improvisation into
professional activities
Importance for
modern educators
An integral part of
professional competence
necessary for successful work and
career growth
Active development,
lifelong learning, support
psychological well-being
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The art of pedagogical improvisation is an essential skill for modern educators,
enabling them to respond flexibly and creatively to the unpredictable nature of classroom
dynamics. By cultivating spontaneity, adaptability, confidence, and emotional control, teachers
can maintain an engaging learning environment and effectively manage unforeseen
challenges. Improvisation not only enhances student motivation and involvement but also
supports the teacher’s professional growth
and emotional well-being. Developing this skill
through continuous practice, self-reflection, and professional development is crucial for
fostering both teaching effectiveness and personal resilience. Ultimately, pedagogical
improvisation is not merely an
optional talent but a vital component of a teacher’s
professional competence in today’s dynamic educational landscape.
The desire to learn new things is a teacher's professional skill.
The desire to learn
new things is a stable personal attitude and a meta-habit, which is manifested in the teacher's
willingness to learn, accept changes, innovate, and constantly grow professionally.
For a teacher, this is a critically important skill: technologies, approaches, and even
students change, and the more willing a teacher is to learn new things, the more successful
and modern they are. Regardless of the level of professional training, a teacher always remains
in the learning process
–
with colleagues, with students, with life itself.
Being open to new experiences and ideas makes teaching lively, relevant, and truly
effective. Why is this important for a teacher?
- A changing educational environment
–
new technologies, approaches, and standards;
- Prevention of professional burnout
–
learning new things gives you energy and
motivation;
- Improving the quality of teaching
–
continuous development leads to greater
efficiency.
The analysis of teachers' readiness to master new knowledge was carried out using the
methodology developed by V. V. Panteleeva and T. P. Knysheva. This technique allows you to
comprehensively assess the level of readiness through five key components:
- emotional readiness
–
manifested in a stable interest in mastering new approaches
and methods of professional activity;
- motivational readiness
–
characterized by the prevalence of internal motives
stimulating participation in innovative activities;
- cognitive readiness
–
reflects the level of knowledge, the ability to generate ideas, the
presence of research skills and abilities;
- personal readiness
–
determined by the set of individual qualities that contribute to
successful involvement in innovative processes;
- organizational readiness
–
is associated with the subjective assessment of the teacher
of the conditions created in the educational organization for professional growth and
innovation implementation.
According to many scientists and educators, the desire to learn new things is not just a
process of assimilation of information, but an essential element of comprehensive personal
development. For example, in his research, psychologist and educator Carl Rogers argued that
constant self-development and critical perception of information are the basis of personal
growth. He emphasized the importance of self-knowledge and taking responsibility for
personal evolution [12].
For a teacher to be able to learn new knowledge faster and apply it in practice, it is
important to build the learning process smartly:
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- planning their education. Research shows that people who plan their education show
better results in learning. They can focus on their weaknesses and develop the necessary skills
faster;
- applying new knowledge in r
eal projects. According to the “
learning by doing
”
principle, research shows that being involved in real projects helps to consolidate knowledge
much faster. Scientists at Harvard University claim that actively applying theoretical
knowledge in practice increases the likelihood of remembering it by 70% [13];
- formation of a stable learning habit. Creating a regular learning schedule contributes
to habit formation. Neuroscientists' research confirms that regular repetition and active
involvement in the learning process stimulate the neuroplasticity of the brain, which helps to
learn new information faster. According to research, it also helps to create strong connections
in the brain, providing better understanding and memorization of the material [14].
The desire to constantly learn new things is an integral part of a teacher's professional
growth and effectiveness. A modern teacher cannot limit themselves to knowledge of their
subject and teaching methods. They must have a broad perspective that encompasses related
scientific disciplines, socio-cultural realities, and modern educational technologies.
In order to teach others, a teacher must know more than their students, and they must
be one step ahead not only in terms of the content of their teaching, but also in understanding
the context in which learning takes place. This requires continuous self-education, which is
driven by intrinsic motivation.
Key motivating factors include:
- cognitive activity;
- the need for new knowledge;
- readiness for self-development;
- desire to take a professionally significant position in the team.
In addition, the goals of a teacher's self-education are the development of professionally
significant personal qualities, such as:
- organization;
- high efficiency;
- tolerance of other people's opinions;
- perseverance in achieving goals;
- self-criticism;
- willingness to reflect and self-correct.
Thus, the desire to learn new things is not just a professional advantage, but also a
necessary condition for teaching, without which neither high-quality teaching nor the
development of a modern educational environment is possible.
Recommendations for developing readiness to learn new things in teaching:
- to form a stable attitude towards continuous self-education and professional growth;
- develop emotional and motivational readiness through internal interest in the
development of new approaches and technologies;
- strengthen the cognitive component of readiness by deepening knowledge, research
skills and the ability to generate ideas;
- to maintain personal readiness for innovation through the development of qualities
such as organization, reflexivity, self-criticism and perseverance;
- evaluate and, if necessary, improve the organizational conditions for training and
professional development within the educational organization;
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- plan an educational trajectory based on personal and professional goals;
- apply the acquired knowledge in practice through participation in projects,
experiments and pedagogical initiatives;
- maintain a regular learning rhythm that promotes the formation of a habit of learning
new things;
- enrich the horizons beyond the subject area, including knowledge from related
disciplines, digital technologies and socio-cultural context;
- to stimulate cognitive activity and the need to update professional knowledge as key
elements of pedagogical competence.
Table: Сonclusion and generalization
Key concepts
Main points
Recommendations for
development
Desire to learn new
things
- Stable personal
attitude and meta
–
habit for
professional growth
- Openness to
innovation, change, and self-
improvement
- Essential in a rapidly
changing educational
environment
- Cultivate a continuous
learning mindset
- Foster internal
motivation and emotional
readiness to adopt innovations
- Create personal goals
for professional development
Components of
readiness to learn
- Emotional readiness:
interest in new approaches
- Motivational
readiness: internal drive for
innovation
- Cognitive readiness:
knowledge and research skills
- Personal readiness:
qualities like perseverance and
reflexivity
Organizational
readiness: support from the
educational organization
- Develop self-
reflection, organization, and
perseverance
- Improve research and
idea generation skills
- Seek and advocate for
supportive learning
environments
Effective learning
strategies
- Planning own
education to target weaknesses
- Learning by doing
through real projects
- Forming stable
learning habits via regular
practice
- Neuroplasticity
supports faster learning
- Schedule regular self-
education sessions
- Apply new knowledge
practically
- Use reflective practice
to deepen learning
- Engage in
collaborative projects and
experiments
Motivation and
professional growth
- Cognitive activity and
readiness for self-development
- Desire to take a
meaningful role in the
professional community
- Development of
tolerance, self-criticism, and
perseverance
- Stimulate curiosity
and professional dialogue
- Participate in
professional communities
- Cultivate openness to
feedback and continuous
improvement
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How it looks in practice:
Situation
Teacher’s desire to
learn in action
Result
The university has
introduced a new digital tool
Teacher attends
workshops, experiments with
the tool, and adapts lessons
accordingly
Improved student
engagement and lesson
effectiveness
Curriculum changes
require new teaching methods
Teacher researches
innovative pedagogical
strategies and applies them
Classes become more
interactive, catering better to
student needs
Facing professional
burnout
Teacher seeks new
knowledge and strategies for
work-life balance
Restored motivation,
renewed enthusiasm for
teaching
Collaboration with
colleagues
Teacher shares and
discusses new ideas,
participates in joint projects
Expanded professional
network, collective growth, and
exchange of best practices
The desire to learn new things is not just a valuable skill, but also an essential
professional attitude for a modern teacher. It enables educators to adapt quickly to
changing educational demands, innovate in their practice, and maintain motivation and
effectiveness throughout their careers. By developing emotional, motivational, cognitive,
personal, and organizational readiness, teachers can continuously improve, ensuring
high-quality education and personal fulfillment. Effective strategies such as planning,
learning by doing, and forming learning habits help make this desire a sustainable part of
a teacher’s professional life. Ultimately, this meta–
habit drives lifelong growth, benefiting
both teachers and their students
.
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