The concept of mindfulness in professional education: new challenges and solutions in the development of future educators

this article addresses the pressing issue of integrating mindfulness practices into the system of professional pedagogical education as a tool for preparing future educators in the context of increasing demands and the transformation of education. The aim of the research is to theoretically justify and develop a model for the implementation of mindfulness practices in the professional training of educators capable of effectively working with Generation Alpha. The research methodology is based on the integration of the mindfulness concept as a metacognitive process and a model of self-regulation in professional activity, including Shapiro's theory with three key mechanisms: intention, attention, and attitude, as well as Bishop's two-component model. The paper systematizes the mechanisms by which mindfulness practices influence the professional development of educators, including the development of emotional intelligence, cognitive flexibility, self-regulation skills, and resilience to stress. Special attention is given to the analysis of the exposure mechanism as an empirically validated method for dealing with professional stress. The research findings demonstrate the effectiveness of a phased implementation of mindfulness practices through a self-regulation cycle and confirm their positive impact on reducing professional burnout, developing empathy, and enhancing metacognitive skills. Based on the analysis conducted, methodological recommendations for integrating mindfulness practices into the educational process of pedagogical universities and colleges have been developed, including a model for proactive training of educators using Foresight technology and strengthening the practical component through pre-professional practice.

mindfulness, professional pedagogical education, self-regulation, emotional intelligence, cognitive flexibility, future educator