The purpose of the research is to outline the features of the development of students’ multicultural competence and determine the role of the teacher in this process. Methods of synthesis, analysis, experiment, questionnaire and observation method has been used in the academic paper. The obtained results have confirmed the hypothesis: increasing the level of multicultural competence of students in a student-centered educational environment can be implemented subject to the active involvement of the teacher. Regular studying foreign languages and non-specialized disciplines also contributes to the development of multicultural competence. To assess multicultural competence, it has been proposed to use criteria that allow evaluating the impact of learning foreign languages and non-specialized disciplines, as well as the participation of teachers - curators. The pedagogical expediency has been proved and the application of forms, means and content components of the multicultural educational environment has been substantiated, as well as recommendations have been developed towards improving the effectiveness of the acquisition of multicultural competence of students with the active involvement of teachers.

The aim of the research was an empirical study of the effectiveness of distance learning in pedagogical HEIs of Ukraine under the martial law. The research involved surveying the subjects of the educational process of Ukrainian HEIs. The survey respondents were the students of pedagogical educational institutions, teachers studying at the advanced training courses, academic staff. The criteria for assessing the effectiveness of distance learning in times of war were the possibility and quality of feedback, access to educational/didactic and methodological content, the possibility and frequency of monitoring performance, consultations, meeting deadlines, interactivity, technical capabilities of Internet access. The survey evidenced the negative impact of the martial law on online learning, the limited interactivity of classes, the unsystematic consultations and monitoring, and poor-quality communication between the subjects of the online educational process. At the same time, the positive impact of the varied approaches of teachers to presenting educational materials to students on the effectiveness of distance learning was confirmed. As a result, students with different technical capabilities were able to access the educational content provided by the curricula. The results of the study can be used by other HEIs of Ukraine in the context of sharing progressive pedagogical practices of distance learning organization in times of war. Further studies involve expanding the research, generalizing the unique experience of higher education of Ukraine in providing distance learning in crisis conditions, and sharing it with the world scientific communities.

of preschool age are revealed. Solving the problems of valeological education, in particular, the formation of children's healthy lifestyle limits the scope of preschool teacher's professional competence and specifies it. Professional and valeological competence is an integral part of the teacher's general professional competence, which specifies his theoretical and practical training to solving problems of forming pre-schoolers' healthy lifestyle. The pedagogical conditions for the formation of the teacher's professional and valeological competence are given.

The article deals with the notion "preschool teacher's readiness for the formation of senior pre-schoolers' ecological and valeological behaviour". The author considers the preparation for profession to be the process of formation of readiness for it, orientation to the fulfilment of certain tasks; and readiness for work is the result of professional training. Future teacher's practical readiness to the professional activity is manifested through the appropriate skills: to diagnose the level of children's development, to set the educational purpose and tasks, to predict the results of pedagogical influence, to select the forms and methods rationally, to make schemes of different forms of work, to equip the pedagogical process, to organize the children's collective. These skills are specific for teachers of different specialties. The content of preschool teacher's general readiness for work with children of preschool age and readiness for implementation of ecological education is analysed. On this basis, the skills and features necessary for successful formation of ecological and valeological behaviour of senior pre-schoolers are determined. Methodological, social and psychological components of readiness for work with children of preschool age are determined. Preschool teachers' readiness for the formation of children's ecological and valeological behaviour is a component of more thorough characteristic of pedagogical professionalism-readiness for pedagogical activity, which is considered as a functional state and stable personality's characteristic. It includes ecological orientation, positive motivation, professionally necessary features of personality, natural science knowledge, skills and abilities, reflection of the results of own work, providing high results of ecological and pedagogical activities. The structure of ecological-pedagogical readiness is determined; it consists of theoretical, practical and motivational components. Based on the personality-activity approach and on the analysis of ecological-pedagogical readiness of preschool teachers, the criteria and indicators for determining the level of readiness were identified. Preschool teacher's ecological-pedagogical readiness is defined as a component of general professional readiness in the area of ecological education, development of ecologically cultural personality of pre-schooler and providing the pedagogical support of a child in the process of harmonization with the environment.