Minimizing educational losses and gaps among Ukrainian students during war through the use of online resources

Abstract

Abstract. Purpose. The article analyses the role of state-developed online resources — the All-Ukrainian School Online (ASO) platform and the «I Learn — I Don't Wait» application — in minimising educational losses and gaps among Ukrainian students during the full-scale war, as well as evaluating the effectiveness of diagnostic tests developed on the ASO platform. Methods. The study employs methods of theoretical analysis of scholarly literature and regulatory documents, comparative analysis of online platform functionalities, and systematisation of international data on educational losses. Results. It has been established that state online platforms, during mass transition to distance learning, serve the function of supporting the educational process and early identification of learning gaps. The structure and content of the ASO for grades 5–11 are analysed, including primary and secondary diagnostic tests across key subjects. The capabilities of the «I Learn — I Don't Wait» application for primary school students, which combines game mechanics with the acquisition of basic reading, writing, and mathematics skills, are examined. Key limitations of existing resources have been identified: the absence of systematic measurement of their impact on academic achievement, incomplete coverage of the competency component of the New Ukrainian School, and a lack of diagnostic tools for grades 1–4. Conclusions. Online resources are a necessary but insufficient instrument for minimising educational losses. To increase their effectiveness, systematic measurement of academic achievement, expansion of diagnostic tools for primary school, communication about available resources to all educational stakeholders, and integration of relevant content into teacher professional development programmes are required.