Abstract
The presented study aims to analyse the challenges and adaptations within Ukraine's education system during the ongoing war, focusing on educators, learners, and educational administrators. This cross-sectional research addresses critical themes, including the continuity of education, the role of educators in fostering resilience, the impact of international aid, and the psychosocial consequences of the conflict. Data was collected using semi-structured interviews with 89 respondents, purposively sampled from educators, learners, and educational administrators. Invitations were disseminated via educational and social networks, and interviews were conducted online. The findings highlight significant challenges, such as unequal access to digital resources, psychological stress among participants, and gaps in teacher training. International aid and innovative teaching tools were found to be crucial but require better coordination to address disparities in conflict-affected regions. The study identifies successful practices, including hybrid learning models and psychosocial support programmes, emphasising the need for systemic investment in digital infrastructure and comprehensive teacher training. Recommendations are directed at stakeholders, including policymakers and international organisations, aiming to strengthen support systems, enhance global partnerships, and develop strategies for long-term recovery. This study underscores the critical role of education in fostering resilience and societal stability in times of crisis.
Published Version
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