ІМПЛЕМЕНТАЦІЯ ЄВРОПЕЙСЬКИХ СТАНДАРТІВ СТРАТЕГІЧНОГО УПРАВЛІННЯ В СИСТЕМУ ПРОФЕСІЙНОГО РОЗВИТКУ УКРАЇНСЬКИХ ВЧИТЕЛІВ

The research provides a comprehensive and multifaceted scientific investigation into the structural and functional mechanisms for the implementation of European strategic management standards, particularly ISO 21001:2018 and the European Foundation for Quality Management (EFQM) Excellence Model, within the systemic framework of professional development for pedagogical workers in Ukraine. Against the backdrop of Ukraine’s acquisition of EU candidate status and the ongoing radical transformation of the national educational landscape under the «New Ukrainian School» reform, the modernization of teacher professional growth models from rigid administrative paradigms toward flexible, strategic quality management systems has emerged as a fundamental prerequisite for ensuring the global competitiveness of the nation's human capital. The study articulates the strategic necessity of harmonizing the national continuous professional development (CPD) architecture with the overarching goals of the European Education Area (EEA) 2030, with a particular focus on building a resilient, inclusive, and digitally sophisticated educational ecosystem capable of responding to the unprecedented challenges of the martial law period.The methodological apparatus of the research is integrated and cross-disciplinary, employing a systemic analysis of both national and international legal and regulatory frameworks, a structural-functional analysis of organizational management tools, and an extensive comparative assessment of the most effective pedagogical development models currently operational in Finland, Estonia, and Poland. This methodology allows for a profound identification of the critical stages of the implementation process, emphasizing the transformative power of the Plan-Do-Check-Act (PDCA) cycle and the application of the RADAR logic (Results, Approach, Deployment, Assessment, Refinement) as core instruments for optimizing the delivery and impact of professional training services.A pivotal finding of the analysis concerns the identification of a significant «strategic gap» within the current institutional framework: the updated 2024 National Professional Standard for Teachers, while providing a new functional foundation, lacks a granular description of professional competencies specifically aligned with qualification categories. This deficiency underscores the imperative for adopting international frameworks like ISO 21001 for internal quality assessment and the design of modular training programs. The article further explores the innovative transition toward a market-driven model of «money follows the teacher», operationalized through the «Vector» digital platform, which empowers educators to exercise autonomy in selecting their professional learning trajectories. The research also evaluates the integration of the European Digital Competence Framework for Educators (DigCompEdu) and the practical deployment of the SELFIE for Teachers tool as essential mechanisms for evidence-based management and diagnostic self-reflection on pedagogical digital maturity.Ultimately, the study concludes by formulating a series of prioritized strategic recommendations, including the development of comprehensive national methodological guidelines for the localized application of ISO 21001, the institutionalization of horizontal peer-learning networks inspired by the Finnish experience, and the deepening of international cooperation to ensure the mutual recognition of teacher qualifications between Ukraine and the European Union. These measures are presented as indispensable for the creation of a sustainable, high-quality infrastructure for teacher growth that effectively bridges the gap between national requirements and the highest global standards of educational excellence.