UDC 378.1

Davydova Yu.A.¹ (Moscow, Russian Federation) – ylkadav@mail.com; Glazkova G.B.¹ (Moscow, Russian Federation) – glazkova.gb@rea.ru; Dubrov A.A.¹ (Moscow, Russian Federation) – dubrov.aa@rea.ru

¹Plekhanov Russian University of Economics

Abstract. This article examines the psychological and pedagogical competencies of teachers necessary for effective work with students and trainees who are combat veterans. Based on empirical data obtained from both sides of the educational process, a five-cluster competency model is developed, including trauma-informed awareness, communicative sensitivity, didactic flexibility, emotional regulation and reflexivity, and interdepartmental collaboration. The increasing number of combat veterans in higher and continuing education requires a rethinking of the competencies of teaching staff. Traditional pedagogical training does not ensure preparedness for working with students with combat experience and potential manifestations of post-traumatic stress. The methodological basis of the study was formed by a systems-activity approach, allowing one to consider the psychological and pedagogical competencies of teachers as a dynamic structure developing in the context of specific professional activity, as well as a subject-subject approach, emphasizing the mutual construction of educational interactions and the need to take into account the positions of both parties in the pedagogical process. The empirical study was implemented in two stages. During the first stage (November 2025), 11 teachers from various regions of the Russian Federation—participants in the roundtable “Network Continuous Education of University Specialists in the Field of Active Physical Culture”—were surveyed using a semi-structured interview method (qualitative strategy). During the second stage (January–March 2026), a survey of combat veterans and their family members (N = 296) representing seven federal districts of the Russian Federation was conducted (quantitative strategy). Comparable empirical data was obtained from veteran students and teachers, allowing one to identify areas of discrepancy between expectations and actual practices. It was established that a teacher’s psychological and pedagogical competence is a more significant predictor of veterans’ satisfaction with teaching than their subject expertise. An integrative competency model specific to this category of students was developed. A systemic deficit in psychological and pedagogical competencies among teachers was identified, due to a lack of targeted training and institutional support. Veterans’ key difficulties in the educational process and their expectations of teachers were identified. Teachers’ need for supervision to prevent secondary trauma was documented. The developed competency model can be used to design teacher training programs, create methodological recommendations, and establish veteran support services in educational institutions.

Keywords: psychological and pedagogical competencies; combat veterans; educational process; teacher training; social reintegration; didactic flexibility; educational interaction. Emotional regulation of a teacher.

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For citation: Davydova, Y. A., Glazkova, G. B., & Dubrov, A. A. (2026). Psychological and pedagogical support for combat veterans in the system of continuing professional education: Competence requirements for teacher.CITISE, 3, 451-466.  (In Russian).