The teaching approach for Ukrainian children affected by war: addressing challenges in the 21st Century

The article examines historical, pedagogical, and axiological aspects concerning the education of children impacted by the traumatic effects of russia's full-scale invasion of Ukraine in February 2022. Based on an in-depth examination of scholarly literature, the anthropological aspects of the Russian-Ukrainian conflict have been explained, along with the existential traits of Ukrainians and the present conditions faced by children impacted by military operations. These insights lay the foundation for organizing the educational process within the country. The implementation of an online questionnaire survey methodology enabled the examination of common challenges experienced by Ukrainian teachers when working with students during times of conflict. The research findings have identified several prominent obstacles in the educational process, including challenges related to student-teacher communication resulting from psycho-emotional distress and depressive disorders. Moreover, unstable educational conditions caused by periodic air raids, ongoing hostilities, and intermittent power outages, as well as limited access to high-speed Internet and necessary ICT for learning, have been identified as significant hurdles. Further challenges revolve around adaptation, homesickness, and limited options for organizing educational and cognitive activities. Using an empirical data analysis approach, the authors conduct a comprehensive quantitative and qualitative assessment of the research findings. The assessment facilitates the identification of the most efficient methods and techniques used by Ukrainian teachers when working with children affected by war. The significance of flexibility and adaptability in educational planning has been highlighted, including the necessity to modify the dual mode of learning in educational institutions, implementing the combination of synchronous and asynchronous formats in pedagogical interactions, and individualizing teaching approaches