PROFESSIONAL NECESSITY OR PERSONAL CHALLENGE? THE RELEVANCE OF LEARNING ENGLISH BY PRESCHOOL TEACHERS IN THE CONTEXT OF IMPLEMENTING THE PRESIDENTIAL DECREE OF UKRAINE (2026)
DOI:
https://doi.org/10.15330/obrii.61.2.93-99Keywords:
: preschool education, English language, teacher professional competence, language training, educational reform, teacher motivation, educators’ survey, Presidential Decree of Ukraine (2026)Abstract
The article examines the professional necessity and personal challenges faced by preschool educators in Ukraine in the process of learning English within the context of implementing the Presidential Decree of Ukraine (2026). The study analyzes the regulatory framework governing the introduction of English language learning in preschool education, highlighting the key provisions of state documents and programs. Contemporary scientific and media sources on teaching English to adults are reviewed. The results of an empirical survey conducted among preschool teachers from different regions of Ukraine are presented, revealing their readiness, motivation, difficulties, and attitudes toward the upcoming reform.
The article substantiates the conditions required for successful implementation, including access to quality resources, methodological support, and opportunities for professional development. The findings demonstrate that learning English is both a professional requirement and a significant personal challenge for educators, which, with adequate systemic support, can become a valuable resource for their professional growth.
