PSYCHOLOGICAL READINESS OF SENIOR ADOLESCENTS FOR HIGHER EDUCATION UNDER WARTIME STRESS CONDITIONS

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Introduction. Researchers have always paid close attention to an educational problem of the formation and the role of psychological readiness of adolescents and students for studying at higher education institutions. After the start of a large-scale Russian military invasion in February 2022, this aspect has become particularly acute and relevant. The aim of this reveiw article is to examine the role of key subsystems of psychological readiness among students in higher education institutions under the influence of wartime conditions. Materials and methods. Based on professional review articles, this study examines the primary factors shaping a psychological readiness of an individual for higher education. The importance of this work is heightened by the ways in which these processes are significantly altered—and in some cases, become multi-complementary—under the conditions of the Russian military invasion. The study draws on psychological research conducted by leading scientists, focusing primarily on findings from the past five years. Results. The psychological readiness of first-year students for studying at higher education institutions is closely tied to their psychological adaptation to new academic conditions. This readiness is crucial for shaping graduates into professionally skilled specialists equipped to work in relevant sectors of the national economy. Research indicates that developing psychological adaptation of students is not feasible without a foundational intellectual component of psychological readiness established in earlier stages. This foundation promotes students’ creativity, the formation of self-concept („I” concept), and heightened resilience to the challenges of studying in higher education during extreme wartime conditions. Without this structure of psychological readiness, achieving higher education becomes virtually unattainable. The next important component of the system of psychological readiness of adolescents for studying at higher education institutions is personal readiness. This is a rather complex and complementary system of individual knowledge and skills. It solves practical issues of optimizing the receipt and processing of information by a adolescent, as well as readiness to discuss the achieved results with peers, the importance of these processes for the formation of self-awareness of young men and women. The third important component of university students’ psychological readiness is the operating system. First of all, this concerns not only the issues of mastering professional knowledge and technologies, but also the ability to use them in the practical professional activities of students, and later adults. Conclusion. Thus, the psychological readiness of adolescent students significantly enhances their ability to succeed in higher education. It fosters greater adaptability and resilience, particularly under the challenging conditions of wartime, supporting students in navigating their studies more effectively.