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Professional Development of Vocal Teachers in Cultural and Arts Education Institutions in Ukraine Within the Context of the Competence-Based Approach

Marianna Sukholova1, Yuliia Pysarenko2, Vitalii Symonian1, Olga Ieremenko3, Nataliy Grebenuk4
1Uzhorod State University, Ukraine
2Dnipro Academy of Music, Ukraine
3Sumy State Pedagogical University named after A. S. Makarenko, Ukraine
4Kharkiv I.P. Kotlyarevsky National University of Arts, Ukraine
DOI: https://doi.org/10.70517/revcc2624184
Published: 03/11/2026
: Marianna Sukholova, Yuliia Pysarenko, Vitalii Symonian, Olga Ieremenko, Nataliy Grebenuk. Professional Development of Vocal Teachers in Cultural and Arts Education Institutions in Ukraine Within the Context of the Competence-Based Approach. Revista Cultura Científica, 2026 Issue 24. pg. 2257-2272.

Abstract

This study examines the theoretical, methodological, and regulatory foundations of the professional development of vocal teachers in cultural and arts education institutions in Ukraine within the competence-based approach. The research aims to identify key professional competences and develop an integrated model for improving vocal teachers’ professional development. The methodology combines theoretical analysis, literature synthesis, comparative analysis, qualitative document analysis, and conceptual modelling, incorporating competence-based, sociocultural, activity-based, and systemic approaches. The conceptual synthesis proposes six interconnected dimensions of professional competence: artistic and vocal performance, pedagogical and methodological, digital, communicative and intercultural, reflective and professional development, and socio-emotional and adaptive competences. Cultural-creative technologies are conceptualised as instruments for promoting artistic innovation, professional collaboration, reflective practice, and continuous learning. A structural-functional model comprising methodological, organisational-technological, substantive, and evaluative components is proposed. The conceptual contribution lies in integrating professional competence development with cultural-creative practices and the institutional characteristics of Ukrainian arts education. The proposed framework offers provisional practical guidance for designing professional development programmes, improving institutional support mechanisms, and establishing competence-oriented assessment criteria. The study emphasises the importance of professional adaptability, cultural responsibility, and lifelong learning in strengthening vocal education in Ukraine. Further empirical validation is required to evaluate the model’s effectiveness across educational settings.

Keywords: vocal teachers; professional development; competence-based approach; cultural and arts education; vocal pedagogy; cultural-creative technologies; Ukraine

Abstract

This study examines the theoretical, methodological, and regulatory foundations of the professional development of vocal teachers in cultural and arts education institutions in Ukraine within the competence-based approach. The research aims to identify key professional competences and develop an integrated model for improving vocal teachers’ professional development. The methodology combines theoretical analysis, literature synthesis, comparative analysis, qualitative document analysis, and conceptual modelling, incorporating competence-based, sociocultural, activity-based, and systemic approaches. The conceptual synthesis proposes six interconnected dimensions of professional competence: artistic and vocal performance, pedagogical and methodological, digital, communicative and intercultural, reflective and professional development, and socio-emotional and adaptive competences. Cultural-creative technologies are conceptualised as instruments for promoting artistic innovation, professional collaboration, reflective practice, and continuous learning. A structural-functional model comprising methodological, organisational-technological, substantive, and evaluative components is proposed. The conceptual contribution lies in integrating professional competence development with cultural-creative practices and the institutional characteristics of Ukrainian arts education. The proposed framework offers provisional practical guidance for designing professional development programmes, improving institutional support mechanisms, and establishing competence-oriented assessment criteria. The study emphasises the importance of professional adaptability, cultural responsibility, and lifelong learning in strengthening vocal education in Ukraine. Further empirical validation is required to evaluate the model’s effectiveness across educational settings.

Keywords: vocal teachers; professional development; competence-based approach; cultural and arts education; vocal pedagogy; cultural-creative technologies; Ukraine

References

  1. Ukraine. Verkhovna Rada. Pro osvitu [On Education]. Law No. 2145-VIII, 5 September 2017, as amended, Article 59. Zakonodavstvo Ukrainy [Legislation of Ukraine]. Consolidated text consulted 2 November 2026. https://zakon.rada.gov.ua/laws/show/2145-19.

  2. Ukraine. Cabinet of Ministers. Deiaki pytannia pidvyshchennia kvalifikatsii pedahohichnykh i naukovo-pedahohichnykh pratsivnykiv [Certain Issues Concerning the Professional Development of Teaching and Academic Staff]. Resolution No. 800, 21 August 2019, as amended. Zakonodavstvo Ukrainy [Legislation of Ukraine]. Consolidated text consulted 2 November 2026. https://zakon.rada.gov.ua/laws/show/800-2019-%D0%BF.

  3. Ukraine. Ministry of Education and Science. Standard of Higher Education of Ukraine: Specialty 025 “Musical Art,” First (Bachelor’s) Level. Approved by Order No. 727 of 24 May 2019. [In Ukrainian.] https://mon.gov.ua/static-objects/mon/sites/1/vishcha-osvita/zatverdzeni%20standarty/2021/07/28/025-Muz.mystetstvo-bakalavr.28.07.pdf.

  4. Ukraine. Cabinet of Ministers. Amendments to the List of Fields of Knowledge and Specialties for Higher and Professional Pre-Higher Education. Resolution No. 1021, 30 August 2024, effective 1 November 2024. [In Ukrainian.] Zakonodavstvo Ukrainy [Legislation of Ukraine]. https://zakon.rada.gov.ua/laws/show/1021-2024-%D0%BF.

  5. Puffer, Gabriele and Bernhard Hofmann. “Professionelle Kompetenz(en) von Musiklehrkräften: Ein empirisch begründetes Modell.” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 3, 2022, pp. 497–518. https://doi.org/10.1007/s11618-022-01101-3.

  6. Zhang, Yan-Han, Yuan-Yu Luo, Jianyu Dong, and Yuan-Fei Li. “The influencing factors of music teachers’ professional development: a literature review.” Professional Development in Education, 2025, pp. 1–29 (advance online publication, 23 June 2025). https://doi.org/10.1080/19415257.2025.2519994.

  7. Li, Wei, Chamil Arkhasa Nikko Mazlan, and Abdul Rahman Safian. “21st-century skills in vocal pedagogy: a scoping review.” Frontiers in Education, vol. 11, 2026, article 1744952. https://doi.org/10.3389/feduc.2026.1744952.

  8. Bennett, Catherine and Kimberly Sena Moore. “Norm-disruptive learning and music teacher competency development: A thematic synthesis.” International Journal of Music Education, vol. 41, no. 1, 2023, pp. 20–37. https://doi.org/10.1177/02557614221093699.

  9. Verdi, Brian. “Creating Professional Learning Communities for Music Educators.” Music Educators Journal, vol. 109, no. 2, 2022, pp. 14–21. https://doi.org/10.1177/00274321221134790.

  10. Rolandson, David M. and Lana E. Ross-Hekkel. “Virtual Professional Learning Communities: A Case Study in Rural Music Teacher Professional Development.” Journal of Music Teacher Education, vol. 31, no. 3, 2022, pp. 81–94. https://doi.org/10.1177/10570837221077430.

  11. Redecker, Christine. European Framework for the Digital Competence of Educators: DigCompEdu. Edited by Yves Punie, Publications Office of the European Union, Luxembourg, 2017. EUR 28775 EN; JRC107466. ISBN 978-92-79-73494-6 (online). https://doi.org/10.2760/159770.

  12. UNESCO. UNESCO Framework for Culture and Arts Education. Adopted at the World Conference on Culture and Arts Education, Abu Dhabi, 15 February 2024. Document CLT-ED/WCCAE2024/1. UNESCO, Paris, 2024. https://www.unesco.org/sites/default/files/medias/fichiers/2024/04/WCCAE_UNESCO%20Framework_EN_CLT-EDWCCAE20241.pdf.

  13. Novosiadla, Iryna. “Nigel Osborne’s Trauma-Informed Musical Practices in Professional Music Education in Ukraine during the War and Post-War Period.” Molod i rynok [Youth and Market], no. 4 (236), 2025, pp. 106–111. [In Ukrainian; title translated.] https://doi.org/10.24919/2308-4634.2025.329086.

  14. Bowen, Glenn A. “Document Analysis as a Qualitative Research Method.” Qualitative Research Journal, vol. 9, no. 2, 2009, pp. 27–40. https://doi.org/10.3316/qrj0902027.

Marianna Sukholova
Uzhorod State University, Ukraine
sukholova@gmail.com
Yuliia Pysarenko
Dnipro Academy of Music, Ukraine
Vitalii Symonian
Uzhorod State University, Ukraine
Olga Ieremenko
Sumy State Pedagogical University named after A. S. Makarenko, Ukraine
Nataliy Grebenuk
Kharkiv I.P. Kotlyarevsky National University of Arts, Ukraine

How to cite:

Marianna Sukholova, Yuliia Pysarenko, Vitalii Symonian, Olga Ieremenko, Nataliy Grebenuk. Professional Development of Vocal Teachers in Cultural and Arts Education Institutions in Ukraine Within the Context of the Competence-Based Approach. Revista Cultura Científica, 2026 Issue 24. pg. 2257-2272.

Publication History

  • Received: 16/08/2026
  • Accepted: 01/11/2026
  • Published: 03/11/2026
Copyright © 2026, Marianna Sukholova, Yuliia Pysarenko, Vitalii Symonian, Olga Ieremenko, Nataliy Grebenuk. Published by Revista Cultura Científica. This article is published as open access under the Creative Commons Attribution 4.0 International (CC BY 4.0) license (http://creativecommons.org/licenses/by/4.0/).

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