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Pedagogical education determines the quality of professional training of specialists in all spheres of functioning of society and the state, which therefore contributes to their stability and development. In this regard, serious requirements are put forward to the personality of a modern teacher. However, the training of a teacher with an innovative type of thinking, ready for self-improvement throughout life, faces a number of problems: organizational, content, financial, etc. The development of modern pedagogical education is greatly influenced by informatization and the development of an open society, the development of civil society, the need to form a new cultural type of personality, etc. High requirements for the training of future teachers in modern conditions are in conflict with the falling prestige of this profession. In modern Ukrainian society the pedagogical profession is usually highly appreciated at the scientific and theoretical level, as well as at the declarative state level. However, despite this, in practice this assessment in terms of salary and working conditions is low. After all, the assessment of teachers by themselves as well as parents is not very high. The survey of future teachers (n=102) also confirmed this tendency. This circumstance actualizes the search for ways to form future teachers' value attitude to the teaching profession. Value attitude is the subject's internal acceptance of an object as a value. The value attitude to the pedagogical profession is represented by the unity of three components: cognitive, emotional and functional. In order to form in the mind of future teachers a value attitude to the teaching profession in the educational process of a higher education institution, a system was created in which the emphasis was placed on the formation of motivation for professional activity, modeling and solving professional and pedagogical tasks, as well as the permanent involvement of students in practical activities. The implemented pedagogical experiment proved the effectiveness of such a system.

Dramatic events related to the Russian-Ukrainian war shook up not only Ukraine, but the entire civilized world. The war exacerbated not only economic, political, and demographic problems, but also defined as priority tasks the physical rescue of a person, the preservation of his life and health, comprehensive assistance in migration, arranging life and living in critical conditions, overcoming fear and hopelessness. Russia broke all the rules of life on the planet and distinguished itself by atrocities, murders of civilians, looting, and rape. Ukrainians, who are faced with the challenges of life and death today, are looking for ways to preserve not only their territories, above all, their language, culture, education, and authenticity. Our desire for global and European values requires not only the support of the Armed Forces, but each person in his place to work to the best of his ability to support public life in all its dimensions. Education also requires new approaches to content, values, psychological and pedagogical principles, organizational forms, and tools to overcome the challenges facing Ukraine today. In the center of attention of the higher school now is the student whose life, in addition to traditional challenges, has been complicated by war, uncertainty about the future, confusion, despair, a difficult economic situation, the lack of an opportunity to provide basic needs, distance learning, etc. All this, as evidenced by our survey of students of higher education, often leads to maladaptation, depressive states, disappointment, apathy, anxiety, etc. Therefore, the stated situation actualizes the problem of finding optimal ways of adaptation of higher education students in crisis conditions, which will be outlined in our research. In order to identify the peculiarities of students` adaptation to crisis conditions, we conducted a study related to various aspects of their life. It included the possibility to receive psychological support during a crisis period. It is associated with a pandemic and war; awareness and understanding of external and internal factors of crisis conditions that influence student life; the process of adaptation to distance learning in crisis conditions; elucidation of the reasons that negatively influence/influenced the distance learning process in crisis conditions; determining positive potential of distance learning in crisis conditions; evaluation by students of educational process effectiveness in crisis conditions.

The article deals with technological education in post-industrial society as a personal training for its own cultural and technological development and qualitative transformation of the environment. We consider the philosophical and pedagogical context of such concepts as «subject of cultural and technological activity», «transforming activity», «technological culture», «design», «technology», «man-made environment». The basic structural elements of the technological content of education and the links between them have been defined. Principles that lay the methodological foundations of theoretical construct of technological content of education have been revealed. The article has proposed structural and content education scheme of educational and professional training programs for teachers of labour training and technology and this scheme provides logical sequence and interconnection of a number of subjects (general technology, system technology, the foundation of the project, design of engineering systems, etc)., Розкрито мету технологічної освіти в постіндустріальному суспільстві, як підготовку суб’єкта для власного культурно-технологічного розвитку та якісного перетворення середовища своєї життєдіяльності. Розглянуто філософський і педагогічний контексти понять «суб’єкт культурно-технологічної діяльності», «перетворювальна діяльність», «технологічна культура», «проектування», «технологія», «техногенне середовище». Подано основні структурні елементи змісту технологічної освіти та зв’язки між ними. Виокремлено принципи, які закладають методологічне підґрунтя теоретичної конструкції змісту технологічної освіти. Запропоновано структурно-змістову схему, яка передбачає логічну послідовність та взаємозв’язок низки навчальних дисциплін (загальна технологія; системи технологій; основи проектної діяльності; проектування технічних систем тощо.) освітньо-професійної програми підготовки вчителя трудового навчання та технологій.