Author(s):
- Berestok Olha Volodymyrivna, ORCID: https://orcid.org/0000-0001-7912-9592
DOI: https://doi.org/10.32782/2307-9770.2025.13.01.03
Paper Language: ENG
Abstract
The article deals with the implementation of blended learning in higher educational institutions in terms of war in Ukraine. The effectiveness of blended learning integration with a focus on its fundamental features in Wartime Ukraine on the current stage is emphasized. The motivation of teachers of educational institutions aimed to implement new methods and approaches of blended learning that can contribute to the education quality with the use of information and communication technologies to promote cooperation among all members of the educational process is pointed out. The consideration of theoretical principles and practical aspects of applying blended learning in modern circumstances is identified. The analysis of the challenges posed by war conditions, such as disrupted infrastructure, power outages, student and faculty displacement, and psychological stressors is presented. The exploration of the adaptability of Ukrainian higher education institutions in implementing blended learning is described. The best practices and innovative approaches used by universities to maintain academic quality amid warfare are highlighted. Flexible scheduling (FS), hybrid attendance (HA), psychological support (PS), and military preparedness (MP) that have become essential components of blended learning, guaranteeing that instruction continues even in the face of power outages, relocation, and security issues, are considered. Flexible deadlines and modular courses, being features of FS that can ensure striking a balance between education and survival demands, are outlined. In the face of power outages, dislocation, and security threats, hybrid attendance (HA), providing students and teachers continuity, accessibility, and safety, is presented. Blended learning frameworks that incorporate psychological support (PS) and guarantee resilience, lessen trauma, and create a supportive learning environment are discussed. The most popular ways to overcome war-related stressors, that should be incorporated in HEIs, such as, online counseling, stress-management workshops, trauma-informed teaching practices, are proposed. The aim of the Ukrainian authorities to maintain core academic subjects, while integrating defense training and balancing civilian and military education, is mentioned. The results of the survey that suggest that flexible scheduling, hybrid attendance, psychological support and military education in blended learning, being not just a convenience but a necessity in wartime Ukraine, are given. The policy recommendations for sustaining and improving blended learning models in crisis situations are discussed.
Keywords
blended learning, higher education, wartime, education quality, innovative approaches
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