Organization of multimodal education: advanced training of teachers

The research problem and the rationale for its relevance. Multimodal learning is gaining renewed significance in the digital age, driven by contemporary social demands and challenges. Substantiating its demand and effectiveness through data from neuroscience and specialized educational platforms highlights the need for educators to enhance their qualifications in this area. The relevance of this topic is underscored by: the sustained attention of the pedagogical community to improving learning outcomes; the education sector’s focus on digitalization; the increasing popularity of distance and blended learning; and the deeper integration of psychological knowledge into pedagogy. The research goal is to identify optimal constructs for professional development programs designed to equip teachers with the skills to organize a multimodal educational process in their pedagogical practice and to evaluate their effectiveness. Methodology (Materials and Methods). The selection of research methods was determined by the nature of the problems being addressed: theoretical methods (study of scientific, psychologicalpedagogical, and methodological literature on the topic; analysis of pedagogical practice in general education organizations and in the institute of educational development); empirical methods (observation of the teacher advanced training process; conversations with teachers of different categories, pre- and post-course assessments of participants; online surveys and questionnaires); and statistical methods (analysis of research data, determination of statistically significant differences in results). Results. This article addresses a problem that is closely linked to important practical tasks. Based on an analysis of recent research and publications, the author identifies previously unresolved aspects of the overall problem. Within the context of the content and structure of an advanced training program developed and piloted by the institute of educational development, the conceptual framework of the problem is clarified. Productive formats for multimodal learning in face-to-face, blended, and distance learning environments are identified. The psychological underpinnings of the multimodal approach are highlighted. The rationale for leveraging the latest information technologies to enhance multimodality is substantiated. Interactive tools and organizational forms of the multimodal learning environment are argued, with key components being multimodal content, multimodal pedagogical methods, multimodal interaction between teachers and students, and integrated learning formats. Following expert review, selected segments of checklists on the topic, developed in collaboration with participants, are presented. The results of surveys and questionnaires administered to educators are analyzed. The theoretical significance of the research lies in the expansion of theoretical aspects and understandings of the specific structure and content of continuing professional development for teachers concerning the organization of multimodal learning. The scientific novelty of the research is represented by the description of the fundamental processes of advanced training aimed at fostering teachers’ readiness to organize multimodality in their pedagogical practice. The practical significance lies in the possibility of applying the proposed components of an advanced training program in working with educators to train them in organizing a modern multimodal educational process. Conclusion. The research establishes the potential of organizing multimodal learning in the context of completing a professional development program for teachers.