qainarQainar Journal of Social ScienceQainar Journal of Social Science2958-72122958-7220Q University10.58732/2958-7212-2024-2-57-71qainar-177Research ArticleСтатьиШкольное образование в Украине в условиях кризиса: вызовы и стратегии преодоленияSchool education in Ukraine in the context of the crisis: challenges and strategies to overcomehttps://orcid.org/0009-0004-2302-0984НагаеваЯ.NagayevaYa.

Нагаева Я. – преподаватель

Николаев

Yana Nagayeva – lecturer

Mykolayiv

nagayeva86@mail.ruhttps://orcid.org/0009-0002-7218-2627КурмашеваМ. Т.KurmashevaM.

Курмашева М.Т. – PhD докторант

Алматы

Makpal Kurmasheva – PhD student

Almaty

makp-ltal-atky-y@gmail.comВ.О. Сухомлинский Николаевский национальный университетУкраинаV.O. Sukhomlynskyi Mykolaiv National UniversityUkraineУниверситет международного бизнеса им. К. СагадиеваКазахстанUniversity of International Business named after K. SagadiyevKazakhstan202419092024325771Copyright © Нагаева Я., Курмашева М.Т., 20242024Нагаева Я., Курмашева М.Т.Nagayeva Y., Kurmasheva M.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.journal-kainar.kz/jour/article/view/177

Школьное образование формирует основу для развития человеческого капитала, важнейшего фактора экономического роста и инноваций. Целью данного исследования является анализ влияния войны и других кризисов на украинскую систему образования и изучение стратегий преодоления вызовов в послевоенном контексте. В исследовании используется систематический обзор научной литературы и статистический анализ данных о финансировании образования и количестве учащихся. Основными источниками данных являются статистика Всемирного банка и отчеты Министерства образования Украины за 2014-2022 годы. Результаты показывают резкое сокращение охвата школьным образованием, особенно в прифронтовых и сельских районах, где инфраструктура была повреждена, а доступ к образованию ограничен. Число учителей также сократилось из-за перемещения населения, в то время как многие школы сталкиваются с нехваткой финансирования и технических ресурсов. Несмотря на увеличение государственных расходов на образование (6% ВВП в 2022 году), проблемы с предоставлением цифровых инструментов и доступа в Интернет сохраняются, особенно для дистанционного обучения. Психологическое воздействие войны на учащихся и преподавателей еще больше осложняет ситуацию, и многим из них требуется поддержка в области психического здоровья. В исследовании делается вывод о том, что устранение пробелов в финансировании, улучшение доступа к цифровым инструментам и оказание психологической поддержки необходимы для восстановления системы образования. Будущие исследования должны быть направлены на реализацию реформ, направленных на повышение цифровой грамотности, разработку стратегий инклюзивного образования и обеспечение равного доступа к образованию в послевоенных условиях. Расширение инфраструктуры дистанционного обучения и восстановление учебных заведений станут ключевыми приоритетами.

School education forms the foundation for developing human capital, a critical economic growth and innovation driver. This study aims to analyze the impact of war and other crises on the Ukrainian education system and explore strategies for overcoming challenges in the post-war context. The research employs a systematic review of scientific literature and statistical analysis of educational funding and enrollment data. Primary data sources include World Bank statistics, and Ukraine's Ministry of Education reports for 2014-2022. The results show a sharp decline in school enrollment, particularly in frontline and rural areas, where infrastructure has been damaged and access to education is limited. The number of teachers has also decreased due to displacement, while many schools face inadequate funding and technological resources. Despite increased public spending on education (6% of GDP in 2022), challenges in providing digital tools and internet access persist, particularly for remote learning. The psychological impact of war on students and teachers further complicates the situation, with many requiring mental health support. The study concludes that addressing funding gaps, improving access to digital tools, and providing psychological support are essential for the education system’s recovery. Future research should focus on implementing reforms to enhance digital literacy, develop inclusive education strategies, and ensure equal access to education in a post-war setting. Expanding distance learning infrastructure and rebuilding educational institutions will be key priorities.

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The authors declare that there are no conflicts of interest present.