MEANS OF FORMING ETHNO-PEDAGOGICAL CULTURE OF FUTURE TEACHERS-PHILOLOGISTS: TRADITIONS AND INNOVATIONS

The current stage of development of Ukrainian society, marked by globalization processes, European integration aspirations and challenges of wartime, determines the urgent need to preserve, restore and multiply the national cultural heritage as an important factor in the consolidation of society and the affirmation of national identity. In this context, the high-quality training of future teachers-philologists, capable of combining a high level of professional competence with a deep understanding of ethnocultural traditions and the ability to creatively integrate them into the educational process, acquires special importance. The ethnopedagogical culture of a teacher is considered as an integrative professional and personal quality that determines the teacher’s ability to form worldview guidelines in students, develop national self-awareness, and cultivate a value attitude towards their native language, history and culture. The study, based on the pedagogical heritage of the classics and modern concepts of national education, substantiates the feasibility of a comprehensive combination of traditional approaches (folk pedagogy, cultural and artistic practices, local history activities) with innovative methods (digital archives of folklore, VR/AR technologies, interactive online projects, integrated courses on intercultural communication). The systematization of these tools within the professional training of philologists ensures not only the preservation and transmission of cultural heritage, but also its actualization in the conditions of a multicultural educational space, stimulating intercultural dialogue and mutual understanding. It is emphasized that the effectiveness of this process depends on the harmonious integration of time-tested pedagogical traditions and modern technological solutions, which contributes to the development of interethnic tolerance, cultural competence, critical and creative thinking of future teachers. Prospects for further research include the development of scientifically based methodological recommendations for the implementation of digital tools in ethnopedagogical training, the creation of interdisciplinary integrated courses, and the conduct of pedagogical experiments to test the effectiveness of combining traditions and innovations in the training of competitive specialists of the new generation.