Background. The current stage of social development, characterized by digitalization, cultural diversity, and a changing philosophy of childhood, places new demands on preschool teacher education. A growing contradiction is evident between the upd ated goals and objectives of preschool education and the real state of teacher preparation in higher and vocational institutions, which demonstrates inertia and insufficient readiness to adapt to rapidly changing conditions, as well as the quality of teacher training. This leads to a systemic crisis in both human resources and educational content.
Objectives. The purpose of the study is to conduct a multidimensional analysis of the current challenges facing preschool teacher education, to identify systemic and latent risks, and to substantiate conceptual and practice-oriented directions for its modernization in light of contemporary transformations.
Methods. The research employs a se t of complementary methods: theoretical analysis of psychological, pedagogical, and methodological literature; analysis of regulatory and legal documents; and systemic and comparative analysis of existing models and practices of teacher preparation. This approach made it possible to examine the problem in a multifaceted and interdisciplinary context.
Results. Three key clusters of challenges were identified and systematized: digital (the need for a fundamental shift in pedagogical thinking under conditions of digitalization and AI integration; widening intergenerational gaps), socio-communicative (family partnership, work in multicultural and inclusive environments), and professional (contradictions of the new paradigm, lack of practice-oriented preparation, and low professional prestige). A model of key preschool teacher competencies was proposed, encompassing both professional and metaprofessional levels. Vectors of transformation of the teacher education system were outlined. The proposed measures are comprehensive and aimed at the simultaneous transformation of content, technologies, and organizational-economic foundations.
Conclusions. Overcoming the identified challenges requires a radical revision of the preschool teacher education paradigm, including a rethinking of the professional ideal of the educator. The teacher of the future is envisioned as a “meta-specialist” — a reflective practitioner, mediator, and architect of educational environments, capable of acting effectively under conditions of uncertainty and rapid change.