Issue #2 (spec. issue) (Volume 23 2025)

The war in Ukraine has been ongoing for 10 years, reshaping the lives of people, communities, institutions, and worldviews. The occupation of Crimea and significant parts of the Donetsk and Luhansk regions in 2014 marked the first wave of shocks for Ukraine's higher education system. The massive relocation of universities from these regions signaled the beginning of a new reality. During this time, frontline regions actively demonstrated their dedication to Ukraine.
Universities transformed into volunteer hubs, collecting supplies, provisions, and protective equipment for the front. Students, faculty, and other staff became volunteers and joined the war effort.

The study examines the impact of institutional mental health support on the career stability of academic staff at Ukrainian universities during the full-scale war, focusing on accessibility, cultural alignment, and tailored mental health initiatives provided by universities. The relevance of this topic arises from the unprecedented stressors affecting academic members in higher education institutions, who face both personal and professional challenges. A cross-sectional analytical design was employed, using an online survey distributed among 429 academic staff members. The findings reveal that nearly half of the respondents frequently contemplate changing careers, highlighting substantial job instability. Accessible mental health support is associated with a 6% decrease in career change intentions, while a supportive institutional culture further reduces these intentions by 8-9%. Notably, self-help practices emerged as the most effective support mechanism, associated with a 12% reduction in career change intentions. These findings suggest that institutions can improve retention by prioritizing and promoting accessible self-help initiatives. The study underscores the importance of structured mental health support in fostering resilience within the academic community, with implications for policy and practice in war-affected educational environments.

Acknowledgment
The research teams acknowledge the Armed Forces of Ukraine for providing safety during their research and credit their perseverance and courage for making this possible. Natalia Tsybuliak is grateful to the Ukraine Research Network@ZOiS, funded by the German Federal Ministry of Education and Research, for support in implementing the research.
This work was supported by the Ministry of Education and Science of Ukraine as part of the state-funded research project 0123U105351, “Ukrainian universities in new realities: the impact of war and mechanisms for preserving the scientific and human resource potential for training specialists in high-tech fields.”

Ukraine must search for efficient tools to accelerate the economic recovery in the post-war period. The workforce equipped with future skills is globally considered to be able to accelerate the pace of innovative growth and achieve the goals of Industry 4.0. This study aims to identify key skills of tomorrow and outline the ways in which these skills can be strengthened at Ukrainian universities. The skills of tomorrow that the Ukrainian standard for higher education recommends the universities include in the existing and new educational programs in various specialties were divided into five groups depending on their nature. Moreover, they were mapped following sustainable development goals to comprehensively assess their ability to promote each goal. Thus, the concept of a ‘future skill’ has been defined to contain aspects such as sustainability, skills, Industry 4.0, energy, education, energy efficiency, productivity, and creativity. The relationships between each future skill and its ability to facilitate sustainable development goals were described, and possible problematic areas were identified. Finally, the paper revealed that the skills able to boost the economy, which is specifically relevant for the post-war recovery of Ukraine, are not satisfactorily represented in Ukrainian higher education. Therefore, to make the Ukrainian higher education system a decisive factor in post-war recovery, it should shift the focus from solely hard skills to the skills of the future.

The study aims to assess the role of educational institutions in achieving sustainable development goals (SDGs) during wartime in Ukraine. The focus is on the education sector, namely, adapting educational strategies to contemporary challenges. The paper employs a content analysis of information published by ten leading pedagogical universities in Ukraine to assess their success in implementing sustainable development goals. Special attention is given to such sustainable development goals as quality education (SDG 4), gender equality (SDG 5), sustainable cities and communities (SDG 11), peace and justice (SDG 16), and partnerships for the goals (SDG 17). University strategies and publication activity on addressing global sustainable development challenges in the Scopus database were analyzed. The research results demonstrate the variability of university development strategies, which determines their uneven focus on certain aspects of sustainable development. The results highlight the need to improve management strategies, integrate sustainable development principles into educational programs, and strengthen international partnerships. Finally, the study offers recommendations for further adaptation of educational institutions to changing conditions to ensure the sustainable development of Ukrainian society.

Ukrainian universities operate under uncertain conditions and numerous challenges during wartime, significantly affecting their stability. This paper aims to identify and classify the key risks to the stability of Ukrainian universities during wartime and propose proactive tools for their mitigation. The study focuses on financial, personnel, and social risks, which are highlighted as the most critical under current circumstances. The data were sourced from the official websites of 10 universities, Open Budget, and the official websites of the Ministry of Finance of Ukraine and the State Statistics Service of Ukraine. The methodology combines theoretical analysis and statistical evaluation, including calculating marginal income – representing the portion of income covered by variable costs – and the operating margin ratio, defined as the ratio of marginal income to total income. Financial risks include a 7.9% reduction in education budget allocations, decreased subsidies, and insufficient state support. Personnel risks are analyzed through indicators, e.g., uncompetitive average hourly wages, leading to staff attrition and reduced motivation. The findings propose a multi-level classification of risks, categorizing them into external and internal with subcategories such as financial, personnel, and social ones. Non-traditional financial measures, such as unpaid leave and allowance reductions, were observed as short-term crisis strategies but require further evaluation to assess their long-term impact. The paper contributes to academic discourse by outlining challenges to university stability during wartime and providing a foundation for future research into effective risk mitigation strategies.

The ongoing Russia-Ukraine war has profoundly disrupted the higher education landscape, compelling numerous institutions to adapt to unprecedented challenges. This study investigates the resilience and adaptive strategies of relocated higher education institutions under martial law, focusing on Berdyansk State Pedagogical University. The analysis emphasizes the critical role of digital transformation in sustaining academic operations amidst displacement. Methodologically, the study integrates qualitative interviews and quantitative analysis, exploring how cloud technologies, learning management systems, and AI-driven chatbots contributed to continuity in education. The results reveal that digital platforms ensured accessibility to educational resources, increased student engagement, and enhanced institutional resilience. Over 85% of surveyed participants identified learning management systems’ platforms as pivotal in maintaining educational quality, while AI chatbots were instrumental during crises, offering real-time communication and support even during power outages. Additionally, cloud-based solutions enabled the preservation of critical data and ensured uninterrupted access to academic resources, facilitating smooth transitions for both faculty and students. The findings underline that digital transformation not only mitigates immediate disruptions but also fosters long-term innovation in higher education institutions operating in war zones. This study offers valuable insights into how relocated institutions can leverage digital tools to build resilience, sustain educational quality, and adapt to evolving challenges in war-affected regions.

Acknowledgments
We are grateful to the Armed Forces of Ukraine for allowing us to engage in scientific research. This work was supported by the project “Supporting the cooperation of the University of Opole with Ukrainian universities within the FORTHEM Alliance 2024.”

The internationalization of higher education has become a key trend and response to the growth of globalization and online learning. After the start of the Russian war in Ukraine, Ukrainian higher education underwent significant destruction. Ukrainian HEIs have been significantly losing their capacity for development. Loss of human capital, including educational losses, becomes more relevant from the perspective of further sector development.
This paper explores the intersection of DDP implementation and the implementation of Education for Sustainable Development (ESD), focusing on faculty members’ experiences within the Twinning Initiative framework. By investigating faculty members’ perceptions of quality assurance gaps and examining the impact of DDPs on the integration of SDGs, the study provides insights into how these programs contribute to advancing Sustainable Development Goals (SDGs) in higher education. This study employed semi-structured interviews. Interviewees were selected from the academic staff of five of the six Ukrainian universities involved in DDPs. Nine interviews were conducted in the period from April 2024 to June 2024. All interviewees represent the double-degree staff from different roles.
Despite some differences between the procedures, the principles of internal quality assurance in Ukrainian universities correspond to those of their British partners. The findings show that implementing DDP promotes “learning by doing” for teaching staff, encouraging curriculum innovation and professional development. This study highlights the potential of DDP to stimulate the implementation of ESD principles in higher education and suggests directions for future research, particularly in war-affected regions.

Acknowledgment
This contribution is prepared with the support and funding under Researchers at Risk Fellowships Programme led by the British Academy in partnership with the Academy of Medical Sciences, the Royal Academy of Engineering, the Royal Society and Council for At-Risks Academics (CARA), and in the framework of the realization the Erasmus+ KA 2 CBHE project “Universities-Communities: Strengthening Cooperation” (Grant Agreement 101083077), and Jean Monnet Centre of Excellence “EU Studies of Social Innovations in Education” (ESSIE) – 101085552 – ERASMUS-JMO-2022-COE.
The European Commission’s support for the production of this publication does not constitute an endorsement of the contents that reflect the views only of the authors, and the Commission cannot be held responsible for any use that may be made of the information contained therein.

The war in Ukraine has led to significant changes in the functioning of higher education institutions. Many universities from the eastern and southern regions of the country were forced to relocate to safer areas. The study examines the role of leadership qualities of the management of Ukrainian HEIs relocated due to the war on their success in functioning in the new conditions from the perspective of the academic staff. The research methods included an anonymous online questionnaire of 162 academic staff members from Berdiansk State Pedagogical University and Melitopol State Pedagogical University named after Bohdan Khmelnytsky. The study identified leadership qualities that HEI staff identified as key to stabilizing the institution’s operations in crisis conditions. Responsibility was named by 53.09% of respondents, and strategic thinking by 44.44%. Also, it was found that respondents, in general, positively assessed the results of leadership actions of management in difficult conditions: 29.6% rated them as “very effective” and 54.3% as “effective.” Despite the overall successful adaptation of the studied HEIs, weaknesses in management decisions were revealed, including insufficient emotional support for academic staff and the absence of developed crisis action plans. The study’s conclusions emphasize the importance of further developing professional and moral-volitional qualities of management representatives for effective HEI governance in crisis conditions. The findings may be useful in creating specialized professional development programs for HEI managers in conditions of political, economic, and other instability.

Extraordinary threats of the large-scale stage of the Russian-Ukrainian war challenged the resilience and capability of all higher education institutions. However, their influence varied with location, infrastructure damage, internal capacity for changes and academic community resilience, external support, and solidarity initiatives. The purpose of this study is to assess the implementation of crisis management decisions and the formation of a crisis response strategy for a university in wartime (on the example of Kherson State University). The assessment draws on thematic analysis, the case method, statistical data analysis, and a survey of academic community members in 2023 (664 students and 150 staff), which focused on identifying a vision of the university’s values and strategic priorities. It showed the priorities of ensuring education quality and research, expanding international cooperation, diversifying funding, and strengthening cooperation with external stakeholders, including employers. The analysis of the university management’s actions in 2022–2024 demonstrated that the university transitioned from a resistance strategy (2022) as the first situational response to the large-scale invasion and occupation to a resilience strategy and the return to progressive development in the years ahead. The paper concludes that successful crisis management follows the key principles: flexibility, value orientation, and scaling up. It offers management guidance for developing a crisis response strategy that can be adapted to the unique needs of other universities: a comprehensive analysis of the crisis situation, crisis communication, planning of resource maintenance, and transparent and participatory decision-making for crisis management based on values and ethical implications.

Acknowledgment
This study is part of project No.101129236+DigiUni-ERASMUS-EDU-2023-CBHE). The research was partly supported by the 2024 BridgeUSA Ukrainian Academic Fellows Program, funded by the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA), with additional funding provided by Harvard University and administered by the American Councils for International Education. The opinions expressed herein are the authors’ own and do not necessarily express the views of either the Bridge USA or American Councils.
The authors express their gratitude to the vice-presidents, deans of faculties, and academic and non-academic staff of Kherson State University who participated in the development of institutional documents that implement crisis management decisions presented in this paper and form a crisis response strategy for the university during martial law.

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.

This paper explores the issue of “stolen” Ukrainian universities. Over 1,500 Ukrainian educational and research organizations have been seized by Russia, including 289 higher education institutions such as universities, institutes, academies, colleges, and their branches. These institutions are now exploited to further Russia’s geopolitical agenda through propaganda, territorial annexation justification, and the assimilation of the Ukrainian population in occupied regions. The study examines this using the following examples: the perception of stolen Ukrainian universities as Russian entities by international organizations and academic communities; recognition of stolen Ukrainian intellectual property as Russian, with silent approval or facilitation, such as the registration and confirmation of stolen Ukrainian academic journals by the International ISSN Centre. The paper highlights the use of these stolen institutions’ resources as propaganda tools, their role in ideological manipulation, and their contribution to the assimilation of occupied territories. Recommendations include removing stolen universities from academic affiliations and databases, revoking ISSN registrations for stolen Ukrainian journals, and urging COPE to issue ethical guidelines for preventing collaboration with stolen universities. Additionally, it emphasizes the need for Ukrainian authorities and the academic community to engage proactively with global publishing institutions, database owners, and organizations handling publishing ethics to address these challenges. By bringing attention to this “silent war on knowledge”, the paper underscores the urgency of addressing the misuse of stolen academic institutions by Russia to uphold the integrity of global academia and international law.

The study targets temporarily displaced universities that changed their location due to the outbreak of the armed military conflict in Ukraine in 2014 and Russia’s full-scale military aggression in 2022. This paper focuses on the leadership of universities in implementing their third mission, which is critical to fostering the economic and social development of the regions. The purpose is to assess the impact of forced, urgent, and unplanned relocation of universities (due to the potential or actual occupation of certain territories of the country by enemy forces) on their effectiveness.
According to the rating of Ukrainian universities, “Top 200 Ukraine”, the rating indicators for the last 10 years of temporarily displaced universities from the occupied territories were analyzed. А comprehensive analysis of the challenges faced by temporarily displaced universities in Ukraine was done.
Statistical analysis has confirmed the decline in ranking positions by displaced higher education institutions. The findings indicate a minimum five-year decrease in performance metrics for all institutions following relocation, with the success of adaptation to new conditions being contingent upon the institution’s capacity and resources. The data suggest that displaced universities face existential threats and require enhanced support from both governmental and international communities. A review of scholarly research on the strategic management of higher education institutions and their leading role in regional development underscores the necessity of preserving these institutions to facilitate the socio-economic reconstruction of war-affected territories.