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/ October 2022
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DOI: https://doi.org/10.34069/AI/2022.58.10.19
How to Cite:
Kuzmenko, A., Matviienko, L., Kanova, L., Burenko, M., & Bukliv, R. (2022). Development of Ukrainian education and science in
the context of global challenges and military aggression: results, problems, prospects. Amazonia Investiga, 11(58), 177-185.
https://doi.org/10.34069/AI/2022.58.10.19
Development of Ukrainian education and science in the context of
global challenges and military aggression: results, problems, prospects
Desarrollo de la educación y la ciencia ucranianas en el contexto de los desafíos globales y
la agresión militar: resultados, problemas, perspectivas
Received: October 1, 2022 Accepted: November 28, 2022
Written by:
Anastasiia Kuzmenko77
https://orcid.org/0000-0003-1189-1438
Liudmyla Matviienko78
https://orcid.org/0000-0001-8932-5757
Lyudmyla Kanova79
https://orcid.org/0000-0001-9371-1343
Maryna Burenko80
https://orcid.org/0000-0001-9369-802X
Roksolyana Bukliv81
https://orcid.org/0000-0002-3837-5794
Abstract
The purpose of the article is to analyze the state
of Ukrainian education and science in the
conditions of global challenges and military
aggression. General scientific and special
scientific research methods were used. In the
results, the current state of education and science
in Ukraine was investigated, the main post-truth
challenges in the conditions of globalization and
Russian military aggression were described, the
problems and mechanisms for overcoming were
determined in the analyzed fields. The
conclusions note that the main way to overcome
the crisis is the integration of the Ukrainian
model of education and science into the
European space.
Key words: education, science, Ukraine,
Russian-Ukrainian war, ways of development.
77
PhD, Docent International faculty, Dnipro state medical university Language training and Humanitarian sciences department
Volodymyra Vernadskoho, Dnipro, Ukraine.
78
Candidate of Sciences in History, Associate Professor of the Department of Social and Humanitarian Sciences, Educational and
Research Institute of Humanities, Admiral Makarov National University of Shipbuilding, Ukraine.
79
Doctor of Philosophy, Associate Professor, Professor of Department of Foreign Languages, Korolov Zhytomyr Military Institute,
Ukraine.
80
Candidate of Pedagogical Sciences, Docent Department of physical therapy, occupational therapy and physical culture and sports,
Faculty of rehabilitation pedagogy and social work, Municipal institution of higher education "Khortytsk National Educational and
Rehabilitation Academy" of the Zaporizhzhia Regional Council, Ukraine.
81
Candidate of technical Sciences, Docent, Associate Professor Department of Chemistry and Technology of Inorganic Substances,
Institute of Chemistry and Chemical Technologies, Lviv Polytechnic National University, Ukraine.
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Introduction
One of the countries whose educational
experience is very relevant at the moment is
Ukraine. Since 2014, it has experienced Russian
military aggression, losing much of its industrial,
economic, but also educational potential. In
February 2022, Russian aggression was repeated
with a much larger scale and corresponding
consequences. With military destruction,
occupation of parts of territories, and continued
warfare, the Ukrainian education system also had
the experience of training during the COVID-19
pandemic. European countries have not faced
challenges of this magnitude since the war in the
Balkans in the 1990s, so the Ukrainian example
can be helpful in identifying many of the
problematic issues on which there were
differences in interpretations.
Contemporary globalization trends are realizing
an ambiguous impact on the process of
education. At the same time, higher education is
responsible for maintaining an independent
worldview and the integrity of the nation. In the
realities of warfare, it is important to use the
principle of the language of science rather than
the language of prejudice or stereotypes. The
notion of the language of science refers to a
special tool for the formation and dissemination
of knowledge in the teaching and academic
space, which is based on the principles of respect
for each participant in the teaching and
communication process, critical and logical
thinking, comprehensive explanations of
judgments, and the extensive use of verification
tools. In contrast to mythology or religion, which
require unquestioning faith, science by its very
nature is markedly drawn to the formation of
knowledge, the truth of the latter can be justified
or refuted rationally or empirically. With this
thesis in mind, we believe that education and
science are always inseparable. In a situation
where education loses its scientific part, it can
acquire anti-humanistic manifestations at any
time. Consequently, because of the inseparability
of the concepts of science and education, an
important issue is to study the state, problems,
prospects of the functioning of education and
science against the background of the spread of
hostilities. The purpose of the article is to analyze
the development of Ukrainian education and
science under the conditions of global challenges
and military aggression, to determine the main
results, problems, and prospects relevant to the
educational sphere of Ukraine in the future.
Consequently, the main issues to be considered
in the paper are: analysis of the current state of
education and science, characterization of the
concept of post-truth as a challenge in
contemporary Ukrainian humanitarianism
against the background of Russian aggression,
analysis of problems and ways to overcome them
in the fields of education and science.
Literature Review
The methodological basis of the article is the
work of European historians, political scientists,
and educators. At the same time, the works of
Middle Eastern authors who have analyzed the
Israeli-Palestinian conflict are also important. In
particular, Rajab (2018) characterized the
effectiveness of distance education in regions
involved in Israeli-Palestinian clashes. Gordon
(2022) identified the situation of Palestinian
higher education institutions against the
backdrop of military events. On the other hand,
the work of Ukrainian historians is important for
this work, which proves the separateness of the
Ukrainian nation from the Russian nation in the
historical context (Parshyn & Mereniuk, 2022).
At the same time, Kuzio (2021) compared the
peculiarities of the mentality development of the
Ukrainian and Russian nation through a
historical retrospective. Coulby & Jones (2017)
defined the development of the Russo-Ukrainian
war through the prism of probable ways and the
results of its end. Shah & Gedamkar (2022)
described the main preconditions, development,
and possible prospects for the development of the
Russian-Ukrainian war, its importance for the
transformation of the political security of the
European region.
Important for this article are the works of
Ukrainian educators who have investigated the
peculiarities of the use of distance education
under conditions of war. For example, Marusiak
(2022) described the state of Ukrainian education
on the background of the Russian-Ukrainian
confrontation and described key aspects of its
functioning. Armitage & Pavlenko (2022)
investigated the transformation of medical
education in Ukraine, described the main
problems and prospects of development against
the background of global social challenges. At
the same time, Armitage & Williamson (2022)
analyzed the development of physiotherapy in
Ukraine during military changes.
Prokopenko (2021) analyzed the main
technological challenges of the digitalization of
the education system. Orozonova et al., (2021)
identified the importance of media literacy for
Ukrainian education, which suffers from
Kuzmenko, A., Matviienko, L., Kanova, L., Burenko, M., Bukliv, R. / Volume 11 - Issue 58: 177-185 / October, 2022
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information attacks from the enemy. On the other
hand, Tytova & Mereniuk (2022) - peculiarities
of digital literacy formation for future teachers
against the background of the spread of Russian
aggression against Ukraine. However, the
problem of the development of Ukrainian science
against the background of the Russian-Ukrainian
war remains understudied. Also, an overview of
the main problems in education and science and
the main ways to overcome them requires more
thorough study.
Materials and methods
To implement the main goal used two types of
research methods: general scientific, special
scientific. Among the general scientific methods,
we distinguish analysis, synthesis, abstraction,
induction, explanation, generalization. The use
of historical research methods was particularly
important: historical-comparative, historical-
typological.
Based on abstraction, the transition from the
analysis of general globalization challenges to
the study of specific problems and prospects of
the development of Ukrainian education and
science was carried out. Based on the method of
concretization, it was possible to consider in
detail the problem of the main challenges of
functioning of humanitarian education through
the prism of analysis of the phenomenon of post-
truth in the conditions of globalization and
military aggression.
At the same time, as a result of using the
principles of forecasting, our own judgments
about the future development of education and
science were formed, possible prospects were
characterized and the main ways of overcoming
the current negative trends in the development of
these spheres were outlined.
The main materials of the study are the Ukrainian
legislative acts, in particular:
1. Concept of digital transformation of
education and science of Ukraine (Ministry
of Education and Science of Ukraine, 2021).
2. Higher Education Development Strategy of
Ukraine for 2022-2031 (Ministry of
Education and Science of Ukraine, 2022).
3. Law of Ukraine on Higher Education (Law
of Ukraine No. 1556-VII, 2014).
This theoretical study was implemented in
several stages. On the first - the relevance of the
work was determined, the content-analysis of
modern literature was carried out.
At the second - the current state of education and
science in Ukraine was characterized, the
problem of Ukrainian humanitarian education
and science through the prism of post-truth
analysis was covered, the main problems and
prospects of development of these areas of social
being were analyzed. At the last stage, the results
are summarized and conclusions about the
further development of education and science in
Ukraine are formed.
Results and Discussion
The state of education and science in Ukraine
against the backdrop of global challenges and
military aggression
One of the main global challenges was the
Covid-19 pandemic, which created the need for
the digitalization of many social systems,
including education. Ensuring the continuity of
education against the background of the closure
of educational institutions was a key goal of the
Ukrainian government (Ministry of Education
and Science of Ukraine, 2021). Consequently,
many information technologies were used, new
learning platforms and resources were developed
to effectively organize the learning process
(Tytova & Mereniuk, 2022). The problems of
digital literacy and digital competence formation
have become almost basic from now on. In
addition, due to the closure of educational
institutions, it became necessary to evaluate the
typical ways of assessing students, and in some
situations to abandon them altogether (Sherman
et al., 2021). For example, at some Ukrainian
universities, probation was moved to a different
term, and at other institutions, it was abolished
(Prokopenko, 2021). Other universities used
compromise methods, such as offering exams in
a distance survey or testing format.
After the full-scale Russian invasion of Ukraine,
it became clear that education and science are
areas that are particularly exposed to such a
global challenge. Since February 2022, it has
become virtually impossible to organize
education in a typical format (Romanova et al.,
2022). Russian troops have shelled and caused
significant damage to Ukrainian educational
institutions. Although such terrorist acts are
condemned worldwide, Russia continues to
destroy Ukrainian educational and academic
institutions. Consequently, the process of
introducing and developing a distance (in some
regions mixed) education system has become
relevant again (Marusiak, 2022). With the
support of the Ministry of Education and Science
of Ukraine since February-March 2022, modern
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distance platforms and resources for the
organization of training at different levels began
to be actively developed and used (Ministry of
Education and Science of Ukraine, 2022). With
the assistance of the Office of the President of
Ukraine and the international organization
UNICEF an online platform “United Ukrainian
University” was formed, which aims to develop
and support modern innovative higher education.
This structure is also engaged in the development
of individual projects to support all Ukrainian
universities in military realities. Another
resource Prometheus also contributes to the
support of Ukrainian education, it develops and
implements free training activities for students in
Ukraine. Consequently, there are many such
distance platforms in Ukraine. At the same time,
their main goal is to support the education system
suffering from war. Against the background of
the spread of military aggression, the Maidan
Open University, which supports civic education
through the implementation of non-formal
education, has also developed further. There are
a lot of such platforms and resources for the
development of education in Ukraine, all of them
have one goal - to support and develop the
national system of youth formation, the
formation of competitive skills and abilities
(Marusiak, 2022; Safonov et al., 2022).
At the same time, against the background of
global challenges, the role and responsibility of
scientists is growing, as they are not only
representatives of scientific studios, but also
opinionmakers in Ukraine and abroad. Through
scientists' involvement in public processes, they
are not only engaged in the search for
engineering solutions to improve Ukrainian
weaponry but are also involved in finding direct
responses and responses to Russian propaganda.
So, the role of science against the backdrop of
military aggression is visible and important for
society.
Ukrainian Humanities Education and
Science: Challenges of Post-Truth in the
Context of Globalization and Russian
Military Aggression (Conceptual Review)
The current development of educational
technology is an urgent problem to investigate,
given the latest opportunities of digital
technologies and their integration into the
learning space using distance learning (Law of
Ukraine No. 1556-VII, 2014). The COVID-19
pandemic and related quarantine restrictions
demonstrated simultaneously the viability of
asynchronous forms of learning, video
application education, etc. - these processes
evolved rapidly but were a reliable way out of the
complex situation that emerged with the global
spread of the disease (Jena et al., 2021). Despite
the research interest, the treatment of these and
many other possibilities, problems, and
perspectives is still incomplete because every
national experience with modern technology, the
digitalization of education is not summarized
(the pandemic threat with different intensity is
still ongoing) (Rani et al., 2022). In addition,
reality “dictates” new challenges, the response to
which also requires appropriate changes in the
educational system (Tytova & Mereniuk, 2022).
In particular, among the proponents of the
popular philosophical current of posthumanism,
aimed at determining the future of humanity in
the coming technogenic times, the concept of
post-truth is being actualized. Post-truth can be
considered as a rather characteristic notion-state,
for which expressions of emotion caused by a
situation have more weight in shaping public
opinion than evidentiary facts underlying the
situation. In other words, conditions are created
for which human emotion begins to dominate
ratio, emotion in this way begins to substitute for
rational thought and becomes the real truth.
There is no single understanding of post-truth
among researchers. Some believe that post-truth
can be considered a common lie that is replicated
in the world using modern digital technology -
due to this it multiplies uncontrollably and
through digital information channels, social
network filters, etc., gets directly to ordinary
people, forming their distorted reality
(Orozonova et al., 2021). More productive are
the positions of other scientists, who argue that it
is not necessary to identify post-truth and
ordinary lies, on the contrary, such comparisons
contribute to “vulgarization” and primitivization
of the concept of post-truth, which only makes it
aggressive. The essence of the post-truth lies in
the fact that it is not a lie, but only one of the
interpretations of true events. In this case, the
range of interpretations of events is quite large -
from the easy adjustment of a truthful fact in the
necessary ideological direction to a complete
deformation of real events (in fact, this element
is often mistakenly recognized as a lie).
In general, post-truths are inherent to ordinary
people in their simple perception of the facts,
which is evident, for example, in the journalistic
titles of materials. They should form a certain
message and be perceived accordingly - readers
will not always read the material in its entirety,
but will limit themselves to the title, although the
main text may be of a different nature.
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Ordinary users of digital technologies usually do
not have the skills to work professionally with
information sources, verify, analyze and separate
facts from fictions (fact-checking). If relevant
messages in information sources are embellished
with emotionality that resonates with the
experiences of content consumers, these
messages go viral and quickly spread through
social media channels like snowballs. The effect
of one informational “snowball” can only be
outweighed by the launch of the following
resonant materials.
In Ukrainian military realities, post-truth has
become a real challenge for the humanities
disciplines. Since 2013-2014, the Russian side
has repeatedly launched blatantly false messages
and misinformation on Ukrainian society, its
history, and its present. It was repeatedly noted
that Ukrainians as a separate nation did not exist
and that Ukraine was a political project of a third
party (in one speech after the start of the new
2022 invasion, the Kremlin leader “accused”
Bolshevik leader Vladimir Ulyanov-Lenin of
creating Ukraine) (Kuzio, 2021). Russian digital
and print and television media emphasized the
artificiality of the Ukrainian language, explicitly
denied its existence, and accused Ukrainians of
Nazism, which had historical origins, even
though urban Ukrainians, for example, have
lived side by side with many other peoples since
ancient times (Parshyn & Mereniuk, 2022).
Similar informational messages accompanied the
Russian invasion in 2022, serving as an
ideological basis for Russian propaganda (Kuzio,
2020). It was noted that because of Ukraine's
“art,” the Russians were only taking theirs, lands
that had seemingly always belonged to them
(Marples, 2022). The multiplication of such
information occurred at a galloping pace - all
possible resources of digital broadcasting, social
networks, messengers, etc. were connected to the
operation. (Orozonova et al., 2021). This created
a picture of the “justice” of Russian anger.
The flow of blatant fabrications and specific
interpretations of the past (post-truth) met
resistance among Ukrainian scholars and
educators. First of all, thanks to a planned
information policy, it was possible to reduce the
pressure of the Russian media in Ukraine. First
of all, it affected Ukraine's highest indices of
independence since 1991. In particular, opinion
polls have shown that as of August 2022, more
than 95% of the population would support
Ukrainian independence, while in 2021 such
people were 80%, and in 2012 - Only 62%. These
results were achieved not only because of the
patriotic enthusiasm of the population but also
because of the work of scholars and teachers who
worked to establish a truthful knowledge of
Ukraine's past and present.
The support for this course was also reflected by
Ukrainian government agencies. In June 2022,
the Concept of national-patriotic education in the
educational system of Ukraine until 2025 was
adopted. The Ministry of Education and Science
of Ukraine is convinced that fostering patriotism
as an important personal quality is an urgent task
of our time under the conditions of military
aggression.
Also, the Concept talks about stimulating interest
in the study and research of Ukrainian history,
the need to create value orientations, and the rise
of civic consciousness. It was proposed that the
basic examples for education should be
considered examples of the heroic struggle of the
Ukrainian people for independence and the
formation of their own state. In particular, the
relevance of a new interpretation of the sources,
scientific study of the periods of Ukrainian
history, interaction with other peoples, etc. was
also noted. (Marusiak, 2022). An important
aspect was the gradual resumption of the
teaching of Ukrainian history in institutions of
higher education, even for students of non-
humanitarian specialties.
For the contemporary European experience, the
introduction of such norms seems somewhat
unorthodox. However, in conditions of military
conflict, measures to improve patriotic education
and counteract fake news are a relevant trend in
the development of humanitarian education and
science (Tytova & Mereniuk, 2022). At the same
time, the functioning of Ukrainian education in
the realities of martial law is affected by the
increased search for new approaches to teaching,
innovative means of building the educational
process, and productive educational and
information technologies.
Problems and prospects of education and
science development in Ukraine
The Russian military aggression has caused
significant damage to Ukraine's human and
material capital. Problems in the restoration of
the scientific and educational industry are bound
to arise due to financial losses. If the allocation
of funds for the educational process is at a more
sustainable level, the financing of science is
critical. This opinion is also relevant for private
institutions: during the war, private institutions of
higher education were not subject to an outflow
of students (even if compared to state
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universities). At the same time, there was a
minimal number of private research institutions
in Ukraine, and the budget funds for the
maintenance of academic institutions decreased
every year. This creates a certain imbalance in
the further existence of the educational and
scientific sphere.
The Russian aggression caused tangible material
losses to scientific and educational institutions.
In particular, back in 2014, the opportunity to
cooperate with educational and scientific
institutions in occupied Crimea and the partially
occupied Luhansk and Donetsk regions was
missed (Marusiak, 2022). After the start of the
storming of Kyiv, Kharkiv, Zaporizhzhia in 2022
and a noticeable blow came to the institutes of
these regions as well.
In general, the system of Ukrainian scientific
institutions is not quite traditional for foreign
researchers. In the U.S. and European countries,
scientific research is usually organized based on
expanded university centers, creating various
structural units for this purpose (Voropayeva et
al., 2022). At the same time, Ukraine has
inherited from the Soviet Union a problematic
model of interaction between higher schools and
scientific institutions. Therefore, it is not
surprising that there is now a clear division
between the educational functions of universities
and the research functions of scientific
institutions. For a long time, these two directions
were deepening in parallel, and scientific work
was the advantage of the National Academy of
Sciences of Ukraine and its other structural
institutions. The problems of this scientific
organization are obvious. First of all, it is a lack
of funding, and consequently the departure of
progressive and talented scientists abroad.
As for the problems of the development of
Ukrainian education, there is an obvious
imbalance in the support of humanitarian and
technical education. On the other hand, a
significant challenge since the beginning of the
Covid-19 pandemic has been the mastery of
teachers to work with digital environments, the
formation of their information and digital literacy
(Safonov et al., 2022; Romanova et al., 2022;
Tytova & Mereniuk, 2022; Tsekhmister et al.,
2021). However, the transformation of education
and science, even against the backdrop of such
complex conditions, demonstrates that there are
several options for further development (See
Figure 1).
Figure 1. Ways to overcome the crisis in education and science of Ukraine.
Authors’ development
Ways to
overcome
the crisis in
education
and science
Integration of
Education and
Science in Ukraine
against the backdrop
of the annexation of
de-occupied
territories
Entering the world
scientific and
educational space
Increased funding for
institutions
Thoughtful strategies
for educational policy
development
Additional grant
investment
Digitalization of
industries and the
use of modern
educational and
scientific
technologies
Formation of an
integrative model of
education and
science
Development of a
Ukrainian-centric
model of teaching
and research
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The return of Crimea and parts of the occupied
Luhansk and Donetsk regions to Ukrainian
control will have an impact on the formation of
the need to reintegrate all spheres of economic
and social life. Along with other sectors, the
reintegration of the education system, as well as
higher education, by connecting divided
education seems particularly relevant. However,
now there is a lack of both science-based
strategies and precise steps to be taken in this
direction. There are four main approaches to
defining postwar education and science in the
scholarly literature: stabilization, reconstruction,
construction, and development. There are several
ways and means in which higher education and
science can either support or explode leading
processes in the realities of postwar
reconstruction (See Table 1).
Table 1.
Key drivers of the integrative space of education and science
Driving forces of integrative space of education and science
Educational policy
Economics of education
and science
Cultural identity
Development of the “man
of the future”
Practical results Digitalization The principle of fairness
and transparency Objectivity Efficiency
Autonomy of use of funds
by educational and
scientific institutions Diversification of funding
sources Commercialization of
education and science Innovative economy
Total Ukrainization Development of the
Ukrainian language Support of traditions Development of
competing innovative
curricula Formation of trust and
responsibility Democratic type of
education
Formation of a caring
attitude to nature Creativity Critical thinking Digital literacy Investing in human
development High level of
professionalism
Consequently, education and science are not
peripheral systems that must wait for the end of
postwar reconstruction. If education and science
are neglected, it can undermine all other postwar
reconstruction efforts, and they can act as a
“major missed opportunity”.
Conclusions
Consequently, Russian aggression has had a
negative impact on the development of entire
Ukrainian sociocultural systems, in particular,
educational and scientific branches. However,
the analysis of the current state of these spheres
demonstrates that, despite many problems (lack
of funding, outflow of qualified and professional
personnel), they are still actively transforming
under the global challenges of modern trends in
education and science. We note the growing role
of humanitarian education and science, taking
into account the counteraction of Russian
propaganda and the formation of information and
digital space of functioning of these spheres. The
article suggests several ways of overcoming the
negative tendencies: integration of the Ukrainian
model of education and science into the
European space, Ukrainian-centric development
of branches, increase of financing and grant
opportunities, formation of thought-out
strategies of education and science policy
development.
The proposed article does not exhaust all the
characteristics and challenges that teachers and
students have to face under martial law. In
particular, the following study will require the
problem of the continuity of the educational
process at all stages of military operations, the
development and implementation of special
educational courses for the training of
educational managers, teachers, research and
teaching staff in the sphere of guaranteeing the
continuity of the educational process in
conditions of continued military operations.
Also, a topical issue is assistance and integration
of victims of Russian aggression into the
educational process (especially speaking about
schoolchildren - future students of higher
educational institutions), improvement of
existing psychological and pedagogical
practices, psychological and social assistance,
and other methods aimed at helping teachers,
students and scientists.
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