preschool teacher, higher education, professionalization, professional development, career system, comparative analysis, Czech Republic, Slovakia, Poland

In the context of rapidly changing social conditions - including digitalization, migration, inclusive education, increasing diversity in the child population, changing family structures, and the emergence of new values and social phenomena - innovation is required both in the development of teachers’ professional competencies and in higher education preparation programs. In this context, the Council ofthe European Union (2019, para. 24) stated that higher levels of teacher preparation are positively correlated with the overall quality of services, as reflected in more effective staff-child interactions, better educational outcomes, and more positive personal development among children. Professional competency development should therefore respond both to the needs of practice and to current scientific and research-based knowledge (Lynch, Švidraň Basarabová, & Lipnická, 2024). Following the model of most European countries and in line with European priorities, the Czech Republic and the Slovak Republic should raise the qualification requirements for preschool teachers to the higher education level. At present, preschool teachers in both countries may still enter the profession with upper secondary vocational qualifications. In Poland, this pathway no longer exists; preschool teachers are qualified at the master’s level in their field. Higher education preparation in these countries follows broader European directions while also reflecting national specificities.