The history of the Holocaust is included in the curricula for World History classes and Ukrainian History classes in grade 10. In addition, these issues are raised in the context of human rights in the courses "Fundamentals of Jurisprudence" (grade 9) and "Civic Education" (grade 10). All these subjects are part of the state component. It means they are mandatory for all students. Educational institutions may also include elective courses in the curriculum: "History of the Holocaust", "History and Cultural Heritage of Jews in Eastern Europe", "Human Rights", "Culture of Neighborliness", etc. Unfortunately, only a few educational institutions teach these additional courses within the curricula. For example, "History of the Holocaust" is taught only in Lyceum No. 15, and "Human Rights" is taught in 5 institutions. There are many reasons for that. First, there is a lack of financing. Besides, there is also a lack of teachers who are ready to teach difficult topics. In general, teaching the history of the Holocaust (as well as all other sensitive topics) depends entirely on the teacher’s position. Given the same topics in the curriculum, teachers independently determine the amount of time they will spend on the topic, what they will focus on in the classroom, and what materials or resources they will use.

The main challenge for teachers in teaching these topics is the lack of professional background. And it is no longer about subject knowledge, but about mastering the methods of dealing with controversial, sensitive topics in the classroom, about modern approaches to developing students’ competencies. Many teachers are concerned about how to present these difficult topics in a way that teaches students to empathize, respect the culture, traditions, and views of others, critically analyze various sources of information, and develop a culture of historical memory. Nowadays, there are many educational and didactic materials on the history of the Holocaust. But, in my opinion, there is a lack of materials that can help "humanize" history and make the process of perceiving information more acceptable to modern students. It’s no secret that long scientific texts are challenging for students to understand. There is a lack of visual sources. There is a lack of local history materials. Teachers do not have enough time to develop didactic interactive exercises, and there are almost no prepared ones.

Regarding the perception of this material by students, there is only one thing that can be said: students need to be prepared to understand such topics from the first day of school. It is not enough to talk about historical events and their impact on the fate of individuals and countries. If there is no respect, no real cooperation, and no culture of democracy in the school or classroom, this will remain just words. If an educational institution mentions complex topics only for reporting purposes and conducts classes formally, it is difficult to expect young people to take it as serious work.

The process of formation and development of a teacher is ongoing. Every teacher identifies their own professional needs and, having academic freedom, chooses ways to meet them. Heavy workloads and lack of time and resources are problems that are solved at the level of the educational institution. But professional development, raising our own methodological level, and mastering the latest methods and techniques depend on us. To my mind, joining forces can help teachers teach sensitive topics. Participation in the work of various professional communities allows us to cooperate, share experiences, and develop professionally. I would also like scientists and adult education experts to help more actively by developing various materials for teachers.

The non-formal education system is a significant component of teacher professional development. The knowledge gained at university cannot solve the problem. And not because the quality of higher education is insufficient. It doesn’t matter how well a future teacher studies, the acquired knowledge must be constantly updated, supplemented, and deepened. The information flow is extremely fast. Not only is information changing but also the ways of perceiving and processing it change. To succeed in teaching, one needs to work constantly. The non-formal education system is best suited to solve this problem. Trainings, seminars, workshops, and others help quickly acquire lacking knowledge and skills. When it comes to the history of the Holocaust, non-formal education activities can help teachers deepen their understanding of the topic, get acquainted with the didactic developments of scientific and educational institutions, and develop their own skills necessary for teaching the topic in a quality manner. The Ukrainian Center for Holocaust Studies, "Tkuma" Ukrainian Institute for Holocaust Studies, the Chernivtsi Museum of the History and Culture of Bukovinian Jews, the Educational Human Rights House in Chernihiv, and NGO "Center for Studies of Memory Policy and Public History "Mnemonics" pay much attention to working with teachers. Research and educational projects enable teachers to improve their professional level in this field.

Russia’s war against Ukraine has undoubtedly affected the work of the educational sector as a whole. The situation in the field of Holocaust studies is no exception. On the one hand, the challenges our state and its citizens have faced have complicated the learning process. Destroyed schools, human casualties, the forced relocation of some teachers and students, and hybrid or online learning are the realities of modern education. Bukovyna is in a much better position in this regard than other territories, but we also face new challenges: the complexity of online learning, constant emotional stress, the need to be not only a subject teacher, but also a psychologist and, sometimes, a doctor, etc. On the other hand, current events have further actualized the history of the Holocaust. The experience we are going through now constantly brings us back to the historical experience of World War II. An important task for teachers is to help students realize through historical parallels what we are facing today: genocide, collaboration, resistance to the aggressor, propaganda, deportations, bombings, mutual aid, the role of the allies, and much more.

Almost every teacher and student may have their own traumatic experience of war. It affects both the organization of classroom work and the perception of the material by students. Talking about the history of World War II, we somehow touch upon contemporary events. It is very crucial for teachers to learn how to teach the history of the Holocaust in such a way that the events of the past help to cope with the traumatic experience of the present rather than exacerbate it.

Russia’s war against Ukraine prompts us to take a new approach to foster a culture of memory among students. Russian propaganda seeks to use the culture of memory as an instrument of ideological influence, manipulation, and preservation of the colonialist interpretation of history. The Soviet practice of justifying the superiority and special mission of russians and belittling the role of the Ukrainian people in the fight against Nazism and in World War II, silencing certain pages of history (the Holocaust tragedy, the fate of Roma, prisoners of war, and Ostarbeiters), and devaluing human life continues in putin’s russia. Also, this practice is often used to influence the population of Ukraine and other countries. Therefore, critical reflection on the history of the Holocaust is essential for countering this propaganda.