RESTORATION OF HUMAN POTENTIAL IN THE EDUCATIONAL ENVIRONMENT DURING WAR

Authors

DOI:

https://doi.org/10.31110/EduEdge-2.2

Keywords:

professional burnout of teachers, psychosocial support, adaptive learning strategies, digitalization of education, institutional resilience, crisis management, trauma-informed pedagogy

Abstract

The article focuses on the study of the issue of restoring human potential in Ukraine's educational environment during the full-scale war that began in 2022. The purpose of the work is to theoretically substantiate and practically develop a comprehensive model of restoring human potential, which integrates the psychological, pedagogical, and organizational components of supporting participants in the educational process. The study employs a mixed-methodology approach that combines quantitative methods (a survey of 1,247 pedagogical workers and statistical analysis) with qualitative approaches (47 semi-structured interviews, 13 focus groups, and observation in 12 educational institutions). The results revealed significant regional differentiation in the educational process, as well as high levels of professional burnout among teachers, characterized by emotional exhaustion (M=4.23±1.12). Additionally, the study identified the spontaneous development of adaptive strategies structured around three dimensions: emotional support, technological adaptation, and academic flexibility. The critical role of institutional support has been established: institutions with a high level of it demonstrate half the rate of teacher burnout and 26% higher academic performance. A conceptual model of human potential restoration has been developed, integrating four levels of intervention (individual, group, institutional, systemic) and three temporal phases (survival, adaptation, transformation) with cross-cutting support components. The practical significance of the study lies in the empirical substantiation of educational policy priorities, including the development of a national strategy for psychological support for teachers, the implementation of differentiated regional policies, investments in resilient digital infrastructure, and the provision of systemic support for the institutional potential of educational institutions.

Author Biographies

  • Nina Tverezovska, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine

    Doctor of Pedagogical Sciences, Professor, Professor of the Department of Social Work and Rehabilitation. National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine.

    Research interests: pedagogical innovation and educational technology, including the digitalization of educational processes in professional education, learning management systems and online learning platforms, trauma-informed pedagogical approaches in crisis contexts, hybrid and flexible learning models, and building educational resilience and adaptive capacity.

  • Iryna Demchenko, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine

    Doctor of Pedagogical Sciences, Professor, Professor of the Department of Social Work and Rehabilitation. National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine.

    Research interests: inclusion in social work and gerontology (specifically: Professional competence development of social workers in inclusive and gerontological practice); readiness criteria for social workers serving elderly populations (motivational, activity-based, and reflective dimensions); digital tools and technologies in social services for older adults; social-pedagogical support systems in institutional care settings.

  • Inna Osadchenko, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine

    Doctor of Pedagogical Sciences, Professor, Professor of the Department of Social Work and Rehabilitation. National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine.

    Research interests: psychological support in the traumatic and post-traumatic period (eliminating anxiety, panic attacks, support for PTSD, building stress resistance, etc.); noosphere psychopedagogy; psychology of mass consciousness and group cohesion; conflictology and assertiveness; art therapy, relaxation, and rehabilitation measures; modern teaching technologies in educational institutions of various levels.

  • Nataliia Slobodianiuk, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine

    Candidate of Technical Sciences, Professor, Professor of the Department of Meat, Fish, and Seafood Technology, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine.

    Research interests: development and improvement of meat, fish and fish raw materials processing technologies; creation of innovative products with increased biological value and improved organoleptic properties; application of modern sensory analysis methods to assess the quality of food products; use of functional ingredients (antioxidants, dietary fibers, protein concentrates) in fish product technologies; introduction of environmentally friendly and resource-saving technologies in the food industry; development of special and dietary nutrition products, including for military personnel and people with increased physical activity.

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Published

2025-12-12

Issue

Education at the edge: resilience, recovery, and innovation in wartime Ukraine

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Copyright (c) 2025 Nina Tverezovska, Iryna Demchenko, Inna Osadchenko, Nataliia Slobodianiuk (Author)

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