Natalia Falko

This study aims to investigate the transformation of organizational culture during year of the of the active phase of the russian-Ukrainian war that contributes to the survival of Bogdan Khmelnitsky Melitopol State Pedagogical University as an organization and is a factor in the transition from the survival to the phase of successful and dynamic development. Due to the war and the occupation of certain territories of Ukraine, the university was forced to relocate to the free territory in the city of Zaporizhzhia. It lost all its buildings and other material resources; around 25% of students, 25% of faculty, and 25% of funding. Despite the extreme conditions of the university’s functioning and the stress of teachers and students under constant attacks on civilians by the occupiers, the university has resumed its educational process and research. A formal sign of the success of the scientific work is the growth of the university’s position in the Consolidated ranking of Ukrainian universities. In the educational sphere, interdisciplinary academic programs have become a significant trend during the war. Innovations in management ensured that the university quickly adapted to the extreme environment. These innovations were primarily related to transitioning from a hierarchy to an adhocratic organizational culture. The main areas of changes in the university management were: renewal of the personal composition of the university management, reorganization of structural units, updating of the system of university regulations, and complete transition to electronic document management.

The relevance of this study lies in the growing shift to online education for displaced universities due to war-related disruptions. The aim is to identify barriers faculty and students face in such institutions and propose strategies for creating a barrier-free educational environment. The study employs a survey-based method, analyzing responses from 224 students and 71 faculty members of a displaced Ukrainian university.
Results highlight significant economic barriers, with 79% of students reporting financial difficulties affecting access to stable Internet, modern devices, and essential resources. Virtual isolation was noted by 79% of students as a challenge in maintaining social connections, while 78% cited reduced motivation characterized by the dominance of avoidance motives. Faculty reported psychological stress (85.6%), including anxiety (75%), tremors (54%), and sleep disturbances (45%). Organizational barriers, such as adapting practical courses to online formats and increased workloads due to asynchronous learning, were also prominent.
These findings underscore the need for targeted strategies to address the barriers and promote inclusivity and effectiveness in online education. A comprehensive approach integrating institutional, pedagogical, and policy-level interventions is critical for overcoming these challenges.