The article is dedicated to the representation of the conducted theoretical analysis of the main origins of psychological procrastination results. Procrastination is defined as a conscious or unconscious delay in completing tasks, delaying their solution, postponing them until the last possible deadline. Procrastination acts as a factor that begins to inhibit the process of self-education and self-development, interferes with the formation of an individual in the social environment. The purpose of the article was a theoretical analysis of methods of overcoming psychological procrastination of teachers and students in the educational space in the post-pandemic period and in war conditions.

Forecasting the state of education in Ukraine in the post-pandemic period is an extremely important problem of society, as education and upbringing of the younger generation has always been a priority of every state. In the current conditions in the education of Ukraine due to the global COVID-19 pandemic, the changes that require awareness and understanding of the need for radical transformations are taking place.The aim of the article was to highlight the results of the analytical review of the problem of transformation of education in the post-pandemic period. Analyzing the work of domestic colleagues, the concerns of scientists about the development of inadequate trends in the educational process of secondary and higher education were identified. Analytical review of the transformation of education in the post-pandemic period revealed two areas of issue deployment: positive -increasing the speed of mastering newly created gadgets, platforms (Classroom, Meet, Zoom, Test UNIT, TeamSetupx, etc.), mastering virtual reality; negative -reducing the quality of educational services, increasing psycho-emotional tension for both students and teachers; increasing quarrels in the family, growing dissatisfaction and irritation of parents with the situation created, in general -a violation of a harmonious family space. The study allowed to generalize the groups of negative consequences, Журнал «Перспективи та інновації науки» (Серія «Педагогіка», Серія «Психологія», Серія «Медицина» № 2(7) 2022 936 according to consumers of education and participants in the educational process: for students and schoolchildren, for teachers, for parents.The conclusion emphasizes that in order to counteract the negative psychological consequences of distance learning caused by the coronavirus pandemic, it is necessary to develop new approaches and methods of psychological and pedagogical support of the learning process in secondary schools and higher educational institutions of our country.

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