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The paper examines approaches to organizing the educational process in Ukrainian higher education institutions during martial law, emphasizing the integration of modern information and communication technologies with a pedagogical focus. Virtual learning environments and learning management systems have become essential for maintaining educational continuity despite unprecedented challenges. The impact of war on students’ general conditions and learning experiences has been analyzed, revealing that these digital platforms offer flexibility and accessibility for both students and faculty. They enable academic activities to continue despite physical displacement and disruptions. However, the rapid transition to online learning has exposed complexities in integrating educational software, particularly the need for students and academic staff to develop the necessary digital skills. Digital literacy gaps and technical support challenges have been identified as significant barriers to the full utilization of these platforms. Addressing these issues requires targeted measures to enhance digital competencies, ensuring participants can effectively navigate virtual learning environments. Based on the experience of Kherson State University, several initiatives have been proposed to improve digital literacy and ensure the effective use of educational platforms. Establishing dedicated digitalization assistant positions, implementing comprehensive training programs, and providing continuous technical support are key measures to facilitate this transition. The integration of artificial intelligence assistants can further enhance accessibility by offering guidance when human support is unavailable. Findings suggest that a combination of technological infrastructure and pedagogical support is crucial for the long-term resilience of higher education in Ukraine. Continued investment in digital skills development will help mitigate future disruptions, ensuring that higher education institutions can maintain stability and adaptability in crisis conditions.

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Model for the Implementation of Digital Services in the Business Processes of Higher Education Institutions Under Martial Law

  • 会议论文

  • 发表日期：

    2025年

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  • Oleksandr Soloveiko,
  • Denys Senchyshen,
  • Stanislav Kalatskyi,
  • Oleksandr Lemeshchuk,
  • Dmitriy Klionov,
  • Yevheniia Revenko

摘要

The paper examines approaches to organizing the educational process in Ukrainian higher education institutions during martial law, emphasizing the integration of modern information and communication technologies with a pedagogical focus. Virtual learning environments and learning management systems have become essential for maintaining educational continuity despite unprecedented challenges. The impact of war on students’ general conditions and learning experiences has been analyzed, revealing that these digital platforms offer flexibility and accessibility for both students and faculty. They enable academic activities to continue despite physical displacement and disruptions. However, the rapid transition to online learning has exposed complexities in integrating educational software, particularly the need for students and academic staff to develop the necessary digital skills. Digital literacy gaps and technical support challenges have been identified as significant barriers to the full utilization of these platforms. Addressing these issues requires targeted measures to enhance digital competencies, ensuring participants can effectively navigate virtual learning environments. Based on the experience of Kherson State University, several initiatives have been proposed to improve digital literacy and ensure the effective use of educational platforms. Establishing dedicated digitalization assistant positions, implementing comprehensive training programs, and providing continuous technical support are key measures to facilitate this transition. The integration of artificial intelligence assistants can further enhance accessibility by offering guidance when human support is unavailable. Findings suggest that a combination of technological infrastructure and pedagogical support is crucial for the long-term resilience of higher education in Ukraine. Continued investment in digital skills development will help mitigate future disruptions, ensuring that higher education institutions can maintain stability and adaptability in crisis conditions.