Nataliia Kholiavko

During the full-scale war, educational institutions of Ukraine were at the epicenter of hostilities and suffered from attacks and bombing by the russian army: many schools, colleges, and universities were destroyed or damaged, and tens of thousands of students and teachers became refugees or forced displaced persons, lost their property and housing. Chernihiv Polytechnic National University (CPNU), located in the northern border region of Ukraine, was also significantly affected.
This study aims to systematize the features of the functioning of CPNU under siege, bombing, and shelling. An analytical method was used to assess statistical reports available in open access on the official websites of CPNU and the Ministry of Education and Science of Ukraine. The paper identified that during active hostilities, 25% of the university’s infrastructure was destroyed by shelling and bombing; 37 teachers and researchers emigrated; about 4% of students stopped their studies. Currently, CPNU suffers from loss of human capital, physical destruction of educational and research infrastructures, lack of R&D financing, increased cyber security threats, and violation of the educational process. In response to military challenges, the university management rethinks and forms a new vision for further development based on sustainability principles to recover educational and research infrastructures, promote human capital development, and modernize the learning environment. The new vision of CPNU integrates “7R” principle – seven key pillars covering different directions of its operation (teaching, research, innovation, international activity, etc.).

Modern higher education institutions in developed countries are becoming active agents of permanent societal changes. The aim of the study is to map the scientific landscape on the topic of higher education for sustainable development in the context of digitalization. In the research process, bibliometric analysis, an in-built Scopus instrument, and VOSviewer were used. The findings proved that the severe restrictions faced by universities during the COVID-19 pandemic became a powerful impulse to intensify the attention of scientists to the mentioned topic. Visualization maps of keywords and scientific publications showed the existing interdisciplinary nature and the main thematic directions of research on higher education for sustainable development in the digital era. They demonstrated a direct connection between the basic principles of the sustainable development concept, sustainable development goals, higher education, universities, digitization, and digital technologies. The largest number of works on the specified subject belong to scientists from China, Spain, the Czech Republic, Germany, and Ukraine. The study concluded that future publications in the analyzed field would cover the effectiveness of digital technologies in higher education, the development of competencies for the digital economy, inclusiveness, cybersecurity, as well as ethical aspects of the use of technologies to achieve the global sustainable development goals.

Acknowledgment
This analysis is carried out within the framework of the scientific project “Model of the Post-War Recovery of Border Universities of Ukraine in the Digitalization Era Under the Sustainable Development Concept” with the support of the Ministry of Education and Science of Ukraine (Order No 1190 dated 30.12.2022).

Diversity management encompasses dimensions such as gender and sexual orientation, age, disabilities, nationality, ethnicity, religion, and socio-economic status (SES) and is fundamental to sustainable development, enabling higher education institutions (HEIs) to foster inclusive, equitable, and resilient academic environments. This study examines diversity management practices in seven Czech and five Ukrainian HEIs recognized as leaders in the Times Higher Education (THE) Impact Rankings. Data were obtained from university websites, SDG reports, or annual reports focusing on SDG 1, SDG 2, SDG 4, SDG 5, SDG 8, SDG 10, and SDG 16. The analysis shows that Czech universities demonstrate structured policies and stable resources, enabling them to offer comprehensive support for professional growth, gender equality, and inclusivity. Examples include sabbatical opportunities, gender-balanced organizational policies, and adaptive measures for individuals with disabilities. Conversely, Ukrainian universities exhibit remarkable resilience and adaptability, addressing challenges posed by the ongoing war. Key initiatives include supporting displaced students and veterans, restoring damaged infrastructure, and integrating inclusive education practices under wartime constraints. Despite differing contexts, both countries emphasize financial aid and scholarships as critical tools for ensuring equitable access to education. The findings underscore the importance of leveraging diversity dimensions to develop effective strategies for achieving SDGs while adapting to regional and institutional specificities.

Acknowledgment
This publication is based upon work from 24-PKVV-UM-002, ‘Strengthening the Resilience of Universities: Czech-Ukrainian Partnership for Digital Education, Research Cooperation, and Diversity Management,’ supported by the Czech Development Agency and the Ministry of Foreign Affairs under the initiative ‘Capacity Building of Public Universities in Ukraine 2024’.