Bibliographic Details
| Title: |
ICT-Based adaptation of educational programs: A methodological model for student mobility in crisis contexts. |
| Alternate Title: |
Adaptación de programas educativos basada en las TIC: un modelo metodológico para la movilidad estudiantil en contextos de crisis. |
| Authors: |
Karlinska, Yanina1 y.karlinska@kmaecm.edu.ua, Burchak, Liana2 liana1335502@gmail.com, Shuliakov, Igor3 valois@ukr.net, Zhadlenko, Iryna4 ira-29@ukr.net, Rashevska, Anna5 ann.rashevskaya@gmail.com |
| Source: |
Eduweb. ene-mar2026, Vol. 20 Issue 1, p249-262. 14p. |
| Subject Terms: |
*Student mobility, *Open learning, *Higher education, *Digital learning, War, Digital technology, Social support |
| Geographic Terms: |
Ukraine |
| Abstract (English): |
The full-scale war in Ukraine has significantly altered students’ educational trajectories, forcing many to continue their studies abroad while facing digital, organizational, and psychosocial barriers. This study addresses the challenge of maintaining accessibility and quality of higher education under conditions of high mobility, instability, and emotional stress. Its purpose is to identify key obstacles to studying abroad during wartime and to assess the effectiveness of adaptive mechanisms implemented by Ukrainian universities. The research applies content analysis of academic sources and statistical and comparative analysis using data from the United Nations Development Programme and Ukrainian educational analytics. The findings indicate that flexible educational pathways, supported by digital competencies, organizational agility, and psychosocial assistance, contribute to the stability of students’ learning trajectories. Despite a decline in the number of universities, student enrollment remains relatively stable, indicating structural adjustment rather than system degradation. Although displaced students experience greater psychological and communicative challenges, flexible schedules, blended learning, and digital technologies are associated with reduced dropout rates and improved academic outcomes. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
La guerra a gran escala en Ucrania ha alterado significativamente las trayectorias educativas de los estudiantes, obligando a muchos a continuar sus estudios en el extranjero y a enfrentar barreras digitales, organizativas y psicosociales. Este estudio aborda el desafío de mantener la accesibilidad y la calidad de la educación superior en condiciones de alta movilidad, inestabilidad y estrés emocional. Su objetivo es identificar los principales obstáculos para estudiar en el extranjero durante el conflicto armado y evaluar la eficacia de los mecanismos de adaptación implementados por las universidades ucranianas. La investigación aplica análisis de contenido de fuentes académicas y análisis estadístico y comparativo utilizando datos del Programa de las Naciones Unidas para el Desarrollo y de la analítica educativa de Ucrania. Los resultados indican que las trayectorias educativas flexibles, respaldadas por competencias digitales, agilidad organizativa y apoyo psicosocial, contribuyen a la estabilidad de los itinerarios formativos. A pesar de la disminución del número de universidades, la matrícula estudiantil se mantiene relativamente estable, lo que evidencia un ajuste estructural y no una degradación del sistema. Aunque los estudiantes desplazados enfrentan mayores dificultades psicológicas y comunicativas, los horarios flexibles, el aprendizaje híbrido y las tecnologías digitales se asocian con menores tasas de abandono y mejores resultados académicos. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
