This study examines the creation and implementation of an innovative online professional development course designed to empower English language teachers who work in uncertain and crisis-affected educational environments. The research analyzes the “Teaching in Times of Uncertainty” course delivered through the Voccent platform, and it carefully explores how thoughtfully integrated digital learning technologies can effectively support educator resilience and pedagogical adaptation during challenging circumstances. This study reveals critical insights into professional development course design by examining the four-module framework which encompasses emergency teaching contexts, trauma-informed pedagogy, social-emotional learning, and teacher wellbeing. The course has been developed and implemented on the modern online platform Voccent. This platform functions as a comprehensive educational environment integrating access to electronic resources, tools for both synchronous and asynchronous interaction, as well as analytical mechanisms for monitoring and evaluating the effectiveness of the educational process. The course also incorporates expert insights from educators with firsthand experience of teaching during the COVID-19 pandemic and the ongoing war, which provides authentic perspectives and makes the training particularly valuable for teachers facing similar challenges. Special attention is given to the practical learning outcomes, particularly the ability of teachers to apply the acquired strategies in their own educational settings and adapt them to students’ needs. The findings demonstrate that comprehensive online training programs that combine theoretical frameworks with practical tools and personal experiences significantly enhance teachers’ capacity to maintain educational quality while supporting both student and educator mental health during periods of instability. This research contributes to educational technology and teacher training literature by establishing evidence-based approaches for developing resilient educational communities through targeted professional development interventions, particularly relevant for educators working in conflict-affected regions and resource-constrained environments.
Full article here: http://www.zfs-journal.uzhnu.uz.ua/archive/42/part_3/42-3_2025.pdf#page=115
