Pedagogical discourse on educational management in wartime: The Ukrainian case

DOI: https://doi.org/10.35765/mjse.2025.1427.01
Keywords: educational management, Ukrainian children of war, learning environment, war trauma, school principal, internally displaced persons (war refugees).

Abstract

Research objectives (aims) and problem(s):The aim of this article is to present the theoretical foundations of educational management during wartime and to share the results of research on various aspects of school leadership in Ukraine. It focuses on practices necessary to sustain the educational process under wartime conditions, particularly in support of internally displaced students (war refugees).

Research methods: A survey was conducted using a questionnaire developed by the author, targeting principals from various types of schools in western Ukraine. The study also involved an analysis of contemporary literature on school management in crisis situations, especially during armed conflict. The findings were organized into tables and visualized in graphs.

Process of argumentation: Since the onset of the Russian invasion of Ukraine, a significant number of families with children have been displaced from the eastern and southern regions to the west. School principals faced numerous new challenges in the following areas: ensuring the safety and well-being of students and staff, integrating internally displaced students into new school environments, delivering education in hybrid formats (in-person and remote), providing psychological and pedagogical support, and ensuring stress resilience in educational communities. These conditions have created a pressing need for research and pedagogical discourse on educational management in times of war.

Research findings and their impact on the development of educational sciences: The study indicates that schools in western Ukraine have successfully adapted to working under wartime conditions. Principals implemented changes to protect students and staff and have met the integration needs of children traumatized by war.

Conclusions and/or recommendations: The research shows the changes introduced in the management of Ukrainian schools to ensure educational continuity during wartime. Under crisis conditions, key recommendations include maintaining stable funding for educational institutions, ensuring clear and effective communication, and promoting innovation in online learning platforms.

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Published
2025-06-27
How to Cite
Nazaruk, S., Budnyk, O., Tkachuk, T., Fomin, K., Sokołowska, B., & Ruszkowska, M. (2025). Pedagogical discourse on educational management in wartime: The Ukrainian case. Multidisciplinary Journal of School Education, 14(1 (27), 13-32. https://doi.org/10.35765/mjse.2025.1427.01
Issue
Vol. 14 No. 1 (27) (2025): Socio-cultural inclusion/integration of migrant and refugee children at school
Section
Thematic Articles

Copyright (c) 2025 Stanisława Nazaruk, Olena Budnyk, Tamara Tkachuk, Kateryna Fomin, Barbara Sokołowska, Marzena Ruszkowska

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