This study addresses the psychological preparedness of tutors for professional responsibilities within Ukraine’s higher education framework. It examines and clarifies essential terms, including psychological readiness, tutor, professional tutor preparation, tutoring practices, competence, and educational innovation. The paper also outlines the main activities of the Center of Excellence at Bohdan Khmelnytsky Melitopol State Pedagogical University. The advancement of international educational strategies fosters the creation of a system that supports individuals' creative development and strengthens their moral and spiritual values. In this context, cultural and educational institutions are expected to design learning environments that integrate developmental education theory with practices aimed at encouraging personal growth and providing comprehensive psychological support for autonomous learning. The article’s primary aim is to evaluate the current status and significance of tutors’ psychological readiness for professional practice in Ukrainian higher education. Through an analysis of participant feedback and a comparison of initial and final results from an experimental training program, the study identifies measurable and meaningful changes in the psychological readiness of teachers preparing for tutoring roles. Enhanced levels of readiness were observed in both experimental and control groups during the intervention phase, largely due to a well-structured certification program titled “Professional Tutors Training.” Contributing factors also included involvement in interactive formats such as practical workshops, discussions, roundtables, and conferences focused on excellence in tutoring, along with exercises designed to develop innovative and research competencies.
