Professional Training of Preschool and Primary Education Teachers in the Context of Updated Standards

Abstract

This study analyzes the features of professional training for future preschool and primary education teachers in the context of implementing updated higher education standards (May 2025). The article compared the professional training outcomes of higher education applicants who studied under the previous standards and the updated standards (2024-2025). The total sample was 289 people and included bachelor's and master's students in the specialties "Preschool Education" and "Primary Education", as well as teachers. The study used an independent-samples t-test, Pearson correlation analysis, hierarchical regression, mediation analysis with bootstrap estimation, and thematic qualitative analysis. The results indicated that students who studied according to the updated standards developed professional and general competencies to a significant degree. The authors found strong positive relationships between professional competencies, the ability to apply knowledge, and professional readiness for pedagogical activity. At the same time, the qualitative analysis revealed increased reflexivity and a more practical orientation in training. Therefore, the updated higher education standards have the potential to increase the level of general competencies of future teachers and structurally change the profile of their professional training into a reflexive-methodical and practically meaningful model.