The experience of distance learning during COVID-19 has become invaluable for continuing lifelong learning process under the war conditions in Ukraine. That experience was especially helpful for the survival of universities relocated from the occupied territories, where distance learning became the only possible format. The main problem for Ukrainian universities during the war is that students often cannot attend online meetings due to poor communication, blackouts, or air alarms. The task is to organize the educational process to ensure its effectiveness. Ideally, the teacher should create a learning environment accessible from anywhere in the world at any time convenient for the student. This paper analyzes and systematizes the authors’ experience in teaching mathematical and computer disciplines remotely during a full-scale invasion. We have identified four main criteria that a course should satisfy: completeness, self-sufficiency, finality, and relevance. The teacher must create high-quality course content that is accessible for students’ independent learning. This includes creating a syllabus, preparing and recording short video lectures, conducting consultations, organizing control activities (such as forming tests and assignments), and holding retrospectives where the author’s solutions are reviewed and analyzed, especially for computer disciplines and programming. The authors believe that this model of interaction between the teacher and students during the war is key, as it allows students, in addition to communicating directly with the teacher in class, to have well-prepared and structured material for independent work and quick feedback from the teacher through messengers.