Exploring the role of distance learning technologies in ensuring the resilience of Ukrainian higher education

Abstract

In the current context of a full-scale war in Ukraine, distance technologies play a crucial role in ensuring the continuity and sustainability of the higher education system, necessitating an analysis of their effectiveness and limitations. The article aims to examine the opportunities and challenges associated with utilizing digital platforms and interactive services in educational settings during a socio-humanitarian crisis. Methods. The study used a comprehensive approach that combines the analysis of the functional characteristics of digital platforms (Moodle, Microsoft Teams, Google Classroom), their pedagogical effectiveness, and consideration of the psycho-emotional aspects of distance learning. Results. A comparative analysis of digital platforms and their advantages and limitations in organizing the educational process were characterized. It was found that Moodle contributes to asynchronous learning, which is essential for displaced persons, but its effectiveness depends on the digital training of teachers. Microsoft Teams offers extensive functionality for both synchronous and asynchronous interaction, but it requires a stable Internet connection. Google Classroom is convenient for interactive learning, but it has limited capabilities for monitoring student success. Interactive tools, such as Mentimeter, increase engagement; however, technical limitations complicate their use. Distance learning also creates conditions for developing critical thinking through project-based learning; however, it also accompanies psychological difficulties, such as fatigue, isolation, reduced motivation, and burnout. Conclusions. To ensure the sustainability of higher education in wartime conditions, a systemic transformation of pedagogical approaches is necessary, along with increasing the digital competence of participants in the educational process and implementing comprehensive support. The quality of education largely depends on adaptation to the digital environment, effective pedagogical design and creating conditions for psychological, pedagogical and technical support.