Науковий вісник НГУ

Regional features of Ukrainian higher education in wartime conditions

• 
• 

User Rating:  / 0

PoorBest 

Details

Category: Content №1 2024

Last Updated on 29 February 2024

Published on 30 November -0001

Hits: 1053

Authors:

K.I.Levchuk, orcid.org/0000-0003-0459-622X, Vinnytsia National Agrarian University, Vinnytsia, Ukraine, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

O.V.Levchuk*, orcid.org/0000-0001-5046-2367, Vinnytsia National Agrarian University, Vinnytsia, Ukraine, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

L.P.Husak, orcid.org/0000-0002-0022-9644, Vinnytsia Institute of Trade and Economics, State University of Trade and Economics, Vinnytsia, Ukraine, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

N.M.Havryliuk, orcid.org/0000-0002-6031-7777, Vinnytsia Institute of Trade and Economics, State University of Trade and Economics, Vinnytsia, Ukraine, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

O.M.Lozovskyi, orcid.org/0000-0002-9979-6832, Vinnytsia Institute of Trade and Economics, State University of Trade and Economics, Vinnytsia, Ukraine, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

* Corresponding author e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

повний текст / full article

Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu. 2024, (1): 185 - 190

https://doi.org/10.33271/nvngu/2024-1/185

Abstract:

Purpose. To describe the regional organizational features of educational services proposed by higher educational institutions (HEIs) of Ukraine in wartime.

Methodology. Normative documents regulating the educational process in Ukraine in wartime conditions were analyzed. Observations, interviews, online surveys, and questionnaires followed by mathematical and statistical analysis constituted the empirical basis of the research. The selection of respondents was carried out in HEIs which are not located in the zones of active hostilities or in the immediate vicinity of them.

Findings. Since the beginning of the full-scale war in Ukraine, students of higher education have had problems of an infrastructural, institutional, and personal nature. Mixed training has become the optimal form of training for HEIs which are not located in the zones of active hostilities or in the immediate vicinity of them. To ensure continuous learning, higher education institutions should offer students flexible options for education; establish communication between students and experienced and qualified teachers; guarantee access to relevant educational materials; create online learning platforms; provide students with mental health support; cooperate with other universities and educational establishments; and make any necessary adjustments to programs and services. For mixed learning formats, it is best to apply the following educational technologies: online learning platforms; virtual classrooms for lectures and group discussions; video conferencing tools; digital libraries; mobile learning software; and messengers.

Originality. Access to high-quality educational opportunities in higher education institutions in the conditions of war in Ukraine requires the introduction of flexible forms of education. Mixed training will be effective in certain regions of the country under acceptable safety conditions.

Practical value. Assessment of access for higher education learners to educational resources and technologies in the conditions of war in Ukraine has been performed. The effectiveness of distance education has been studied. Strategies have been developed to solve the problem of ensuring the continuity of education in active combat zones or in the immediate vicinity of them.

Keywords: military state, higher education, mixed education

References.

1. Ministry of Education and Science of Ukraine (2022). Education of Ukraine under martial law. Informational and analytical collection. Retrieved from https://mon.gov.ua/storage/app/media/zagalna%20serednya/serpneva-konferencia/2022/Mizhn.serpn.ped.nauk-prakt.konferentsiya/Inform-analityc.zbirn-Osvita.Ukrayiny.v.umovakh.voyennoho.stanu.22.08.2022.pdf.

2. State institution “Scientific and Methodological Center of Higher and Professional Pre-Higher Education” (2022). Peculiarities of the organization of the educational process in institutions of higher education during the period of martial law. December 13, 2022, Kyiv. Retrieved from https://nmc-vfpo.com/wp-content/uploads/2022/12/pk_rybalko.pdf.

3. Ministry of Education and Science of Ukraine (2022). Vocational pre-university and higher education under martial law. Retrieved from https://mon.gov.ua/ua/news/fahova-peredvisha-i-visha-osvita-v-umovah-voyennogo-stanu.

4. Borys Grinchenko Kyiv University (2023). Higher education in Ukraine: changes due to the war. Retrieved from https://osvitanalityka.kubg.edu.ua/wp-content/uploads/2023/03/HigherEd-in-Times-of-War.pdf.

5. Ministry of Education and Science of Ukraine (2022). Interactive map of destroyed and damaged educational institutions. Retrieved from https://mon.gov.ua/ua/news/ministerstvo-osviti-i-nauki-ukrayini-zapuskaye-interaktivnu-mapu-zrujnovanih-i-poshkodzhenih-zakladiv-osviti.

6. Ministry of Education and Science of Ukraine (2022). “About some issues of organizing the work of institutions of vocational pre-university and higher education during martial law”. Order dated 07.03.2022. No. 235. Retrieved from https://zakon.rada.gov.ua/rada/show/v0235729-22#Text.

7. The State Service of Education Quality of Ukraine (2023). The quality of provision of educational services by the capital’s institutions of higher education in the conditions of martial law. Retrieved from https://sqe.gov.ua/yakist-nadannya-osvitnikh-poslug-stoli/.

8. Budnyk, O., Kushniruk, S., Tsybulko, L., Shevchenko, A., Fomin, K., & Konovalchuk, I. (2022). Education innovations: new wartime experience of Ukrainian universities. Journal for Educators, Teachers and Trainers, 13(5), 464-471. https://doi.org/10.47750/jett.2022.13.05.042.

9. Lin, H.-C., Hwang, G.-J., Chang, S.-C., & Hsu, Y.-D. (2021). Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context. Computers & Education, (173), 103266. https://doi.org/10.1016/j.compedu.2021.104266.

10. Krieglstein, F., Schneider, S., Gröninger, J., Maik, B., Steve, N., Wesenberg, L., Suren, M., & Günter, D. (2023). Exploring the effects of content-related segmentations and metacognitive prompts on learning with whiteboard animations. Computers & Education, (194), 104702. https://doi.org/10.1016/j.compedu.2022.104702.

11. Reguera, E., & Lopez, M. (2021). Using a digital whiteboard for student engagement in distance education. Computers & Electrical Engineering, (93), 107268. https://doi.org/10.1016/j.compeleceng.2021.107268.

12.Yorkovsky, Y., & Levenberg, I. (2022). Distance learning in science and mathematics - Advantages and disadvantages based on pre-service teachers’ experience. Teaching and Teacher Education, (120), 103883. https://doi.org/10.1016/j.tate.2022.103883.

13. Fabian, K., & Topping, K. (2019). Putting “mobile” into mathematics: Results of a randomized controlled trial. Contemporary Educational Psychology, (59), 101783. https://doi.org/10.1016/j.cedpsych.2019.101783.

14. Staddon, R. (2022). A supported flipped learning model for mathematics gives safety nets for online and blended learning. Computers and Education Open, (3), 100106. https://doi.org/10.1016/j.caeo.2022.100106.

15. Rakes, C., Ronau, R., Bush, S., Driskel, S., Niess, M., & Pugalee, D. (2020). Mathematics achievement and orientation: A systematic review and meta-analysis of education technology. Educational Research Review, (31), 100337. https://doi.org/10.1016/j.edurev.2020.100337.

16. Mukuka, A., Shumba, O., & Mulenga, H. M. (2021). Students’ experiences with remote learning during the COVID-19 school closure: implications for mathematics education. Heliyon, 7(7), e07523. https://doi.org/10.1016/j.heliyon.2021.e07523.

17. Al-Amin, Md., Al Zubayer, A., Deb, B., & Hasan, M. (2021). Status of tertiary level online class in Bangladesh: students’ response on preparedness, participation and classroom activities. Heliyon, 7(1), e05973. https://doi.org/10.1016/j.heliyon.2021.e05943.

18. Carius, A. С. (2020). Network Education and Blended Learning: Cyber University concept and Higher Education post COVID-19 Pandemic. Research, Society and Development, 9(10), e8209109340. https://doi.org/10.33448/rsd-v9i10.9340.

19. Dias, S. B., & Diniz, J. A. (2012). Blended Learning in Higher Education: Different Needs, Different Profiles. Procedia Computer Science, (14), 438-446. https://doi.org/10.1016/j.procs.2012.10.050.

20. Voskoboinikov, S., Kulyk, N., Zagura, F., Gontsa, I., & Bykova, M. (2023). The role of distance education in the modern educational space. Amazonia Investiga, 12(66), 74-84. https://doi.org/10.34069/AI/2023.66.06.8.

• < Prev
• Next >