The article is devoted to the issue of developing professional skills of teachers working in a situation of a conflict. The purpose of the research is to substantiate the theoretical foundations of the course and to develop the contents of the training program. The scientific novelty of the research lies in a set of scientific approaches to the contents of the teacher training programme: 1) philosophic approaches: gnoseological, child-centrism, pragmatism, theory of participation; 2) general scientific approaches: axiological, synergetic, systemic, activity, interdisciplinary, complex, optimization, resource, innovative; 3) specifically scientific approaches: approaches to the protection of human rights (informational, power, economic, political, balanced, non-resistance to evil by violence, exposure of violence and hatred), a risk-oriented approach to the security theory, a situational approach to the management theory, political approach, regional and state approaches to public administration, legal approach, the approach to labour protection, approaches to social work: problem-oriented, diagnostic, client-oriented, model-creating-oriented, crisis interference, self-care support; conflictological approaches: sociological, psychological, social-psychological; an approach to psychology of behavior in extreme situations, cultural approach; an algorithmic approach through the theory of resolution, approaches to labour protection in extreme situations; 4) pedagogical approaches: androgenic, competence-oriented, differentiated, educational, personality-oriented, e-learning; the approach of implementation and adaptation of the syllabus to the international standards. The practical significance of the research lies in the multidisciplinary character of the regional training program “Education in conflict” and the recommendations to the methods of teaching it.