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It connects core competencies—knowledge, skills, attitudes, and values—with specific educator behaviors and classroom practices. The guide highlights readiness for ambiguity and change, critical reflection, active listening, and human-rights-informed facilitation. It also addresses identity awareness, trauma-informed support, and creating safe learning spaces where learner needs, emotions, and perspectives are openly discussed.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/cheat-sheet-for-educators-in-times-of-crisis-tips-and-competencies/572104/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/cheat-sheet-for-educators-in-times-of-crisis-tips-and-competencies/572104.png","ImageObject",442,249,{"name":88,"@type":89},"Marglet","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-21","2026-10-13",true,{"@type":98,"interactionType":99,"userInteractionCount":76},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What competencies does the guide emphasize for educators teaching citizenship in crisis situations?","Question",{"text":108,"@type":109},"It emphasizes a combination of knowledge, skills, attitudes, and values that support resilience and effective facilitation. Key areas include critical reflection, active listening, identity and perspective awareness, and the ability to uphold human rights principles even during crisis.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the guide define competence in relation to educator practice?",{"text":113,"@type":109},"Competence is presented as an overall system of values, attitudes, and beliefs, plus skills and knowledge, that can be applied to manage complex situations successfully. The document links competence components to specific educator behaviors.",{"name":115,"@type":106,"acceptedAnswer":116},"What tools or models inform the recommendations?",{"text":117,"@type":109},"The guide refers to the ETS Competence Model for Trainers from SALTO and selects priority indicators across different levels such as knowledge, skills, and attitudes. It uses these indicators to propose practical priorities for educators during contemporary crises.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},572104,1792546220,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":76,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":8,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":79},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Aina Idrisova  \nCHEAT SHEET FOR  \nEDUCATORS IN TIMES OF CRISIS  \n\\#educators_competences  \n\\#reflection \\#tips  \n\\# attitude  \n2  \nAbout the author  \n(Photo Credit: Vika Shishorina)  \nAINA IDRISOVA  \nis a trainer and facilitator of educational processes who creates and conducts programs for young people from the Republic of Moldova . She has a background in journalism and exact sciences . She believes in creating methodologies and writing articles as means of disseminating and initiating changes on a larger scale than one she can reach in individual or group work  \nwith her participants . Over the past few years, Aina has worked extensively on the topics of human rights, minority rights, social entrepreneurship, cultural management, critical thinking, and non-formal education. She spent one year as a schoolteacher, which led her to realize she wanted to work with teachers and to contribute to innovation and change in the educational system . Aina accepted the transition to online work during the pandemic, embracing its potential for the modernization of youth development work. The war in Ukraine has shaken her perspective and motivated her to seek a new formula for initiating more sustainable changes in the educational process, along with methods that can help participants stay intrinsically motivated, find resources for recovery, and embrace diversity, freedom, and human rights .  \n3  \n“Crisis is always an opportunity for human beings to rise beyond themselves .”  \nSadhguru  \nBeing a teacher, educator, facilitator and working mostly with people and communities in other roles, I observed that not all our familiar competencies make us resilient to situations and processes that may occur during crisis periods. In addition to those competencies that need to be developed to train and facilitate people and learning processes, there are specific competencies that are directly related to the delivery of citizenship education. Implementing citizenship education in times of crisis is a complex and demanding endeavor. Citizenship education covers sensitive topics and those emotions and attitudes that are vulnerable and are attacked first in times of crisis, much like those we are in today.  \nIn this article, I reflect on how our teachers’, trainers’, and facilitators’ practice may be improved during a crisis, and I also offer some recommendations informed by my work with learners and teachers online with people from Ukraine who came to Moldova because of the war. Here I list my observations about some specific areas of educators’ competencies and behaviors that need rethinking when working in contemporary crises .  \nLet me write a bit about the notion of competence: “Competence isan overall system of values, attitudes and beliefs as well as skills and knowledge, which can be put into practice to manage diverse complex situations and tasks successfully.”1  \n1 SALTO Youth,“A Competence Model for Youth Workers to Work Internationally,” 2022,  [https://www.salto-youth. net/](https://www.salto-youth. net/)[ ](https://www.salto-youth. net/)[downloads/4-17-3460/CompetencemodelForYoutworker_Online-web.pdf](downloads/4-17-3460/CompetencemodelForYoutworker_Online-web.pdf)  \n4  \nKNOWLEDGE Information Know what  \n~~  ~~COMPETENCE   \nSKILLS Technique Know How  \nATTITUDE Want to do Determination  \nCompetence here means the combination of knowledge, skills, attitudes, and values that are in permanent development. A competent professional is a person aware of their level of knowledge, their ability to apply skills, and their awareness and demonstration of certain attitudes . These three com  \nponents result in specific behaviors .  \n~~  Example:  ~~  \nCOMPETENCE: Active listening  \nSKILL: Listens carefully to others without interrupting and in an unbiased manner, encourages sharing and expression using adequate methods  \nKNOWLEDGE: Understanding of the various dimensions and elements of active listening and non-verbal communication ATTITUDE & VALUES: N","cbCaiuhn3ara0zTo","https://ap.wps.com/l/cbCaiuhn3ara0zTo","pdf",10198804,"English","# Educators’ Competencies in Crisis\n## Competence: Values, Attitudes, Skills, Knowledge\n## Knowledge, Skills, Attitude - Practical Indicators\n## Creating Safe Learning Spaces\n## Active Listening and Human Rights in Practice","[{\"question\":\"What competencies does the guide emphasize for educators teaching citizenship in crisis situations?\",\"answer\":\"It emphasizes a combination of knowledge, skills, attitudes, and values that support resilience and effective facilitation. Key areas include critical reflection, active listening, identity and perspective awareness, and the ability to uphold human rights principles even during crisis.\"},{\"question\":\"How does the guide define competence in relation to educator practice?\",\"answer\":\"Competence is presented as an overall system of values, attitudes, and beliefs, plus skills and knowledge, that can be applied to manage complex situations successfully. The document links competence components to specific educator behaviors.\"},{\"question\":\"What tools or models inform the recommendations?\",\"answer\":\"The guide refers to the ETS Competence Model for Trainers from SALTO and selects priority indicators across different levels such as knowledge, skills, and attitudes. It uses these indicators to propose practical priorities for educators during contemporary crises.\"}]","CHEAT SHEET FOR EDUCATORS IN TIMES OF CRISIS - Tips and Competencies | PDF",1791925567]