Nowhere is the power of professional resilience more visible than in Ukraine. Despite the devastation caused by Russia’s war of aggression against Ukraine, Ukraine’s educators have refused to let learning stop. Through the New Ukrainian School reform, the country is reshaping its schools to help young people think for themselves and collaborate with others, to act ethically amid uncertainty, and to navigate tensions – whether between equity and freedom, autonomy and community, innovation and continuity, or efficiency and democratic process.
But this vision hinges on teachers who can put educational ideas and concepts into action. Around the world, everyone agrees: teachers are the beating heart of education. They don’t just shape what students know – they shape how they think, feel, and act. Yet too often, we talk about great teachers as if they simply “appear”, rather than as the result of smart systems that invest in their growth every step of the way.
If education is to meet the demands of the 21st century, we can’t leave teacher quality to chance. We need to take a lifelong view of what it means to grow as a professional – from the moment someone first dreams of teaching to the day they mentor others. Because when teachers flourish, schools flourish. And when schools flourish, societies rise.
A strong teaching profession starts with attraction and preparation. For too long, we’ve imagined teaching as a narrow career path – a few hoops to jump through before stepping into the classroom. But today’s world demands more. Young people expect multiple careers, and our classrooms need diverse skills – from digital fluency to emotional intelligence to climate literacy. That means creating multiple pathways into teaching, inviting experts from many fields to share their knowledge with the next generation.
Preparation for teaching must blend deep theory with the realities of the classroom. It must help new teachers find their purpose – and give them the research skills, curiosity, and collaborative mindset to keep growing. Mentorship, coaching, and a smooth transition into real classrooms are not luxuries; they’re the bridge between good intentions and great teaching.
But building a strong profession doesn’t stop at entry. Teachers need room to grow – and recognition when they do. A clear, inspiring career structure can reward excellence while preserving professional autonomy. Yes, pay matters, but so does purpose. Teachers want to learn from each other, to co-create knowledge, and to shape their craft together. Collaboration isn’t a side activity – it’s the engine of innovation and motivation. Investing in professional learning isn’t just good policy; it’s a retention strategy.
A thriving profession also depends on connections – within schools, across schools, and through digital networks that allow knowledge to flow freely. When teachers learn from one another, when research and classroom practice meet, systems evolve. That’s why creating structures that mobilise educational research and translate it into classroom impact is essential. Teachers’ research literacy shouldn’t end at graduation – it should grow through every stage of their career.
Every education system stands before the same challenge – and the same opportunity. If we want students who can build the future, we must build the teachers who can inspire them to do it. That’s not just education policy. That’s nation-building. And in no country will this matter more than in Ukraine.
Andreas Schleicher