Pedagogical strategies for inclusive education of veterans with symptoms of post-traumatic stress disorder

Abstract

The relevance of the study is determined by the increasing number of veterans returning to higher education in the context of Russia’s aggression and war against Ukraine, which актуалізує the need for their effective educational reintegration. The presence of symptoms of post-traumatic stress disorder (PTSD) affects cognitive functioning, emotional regulation, and learning behavior, thereby limiting the effectiveness of traditional pedagogical approaches and requiring their scientific reconsideration.

The purpose of the study is to substantiate pedagogical strategies for inclusive education of veterans with symptoms of PTSD based on the consideration of their psycho-emotional and cognitive characteristics and conditions of educational adaptation.

Methods. The study is based on methods of theoretical generalization, analysis and synthesis of scientific sources, a structural-functional approach, as well as logical-analytical modeling to identify relationships between cognitive functioning features and the organization of the educational process.

Results. The psychological and pedagogical features of the learning activity of veterans with PTSD symptoms have been investigated, including attention disturbances, variability of cognitive performance, and emotional instability. Modern approaches to inclusive and trauma-informed learning in higher education have been generalized. The principles for constructing pedagogical strategies aimed at supporting cognitive functioning through structured content, regulated workload, and flexible pacing have been substantiated. The main scientific and practical problems of implementing inclusive strategies have been identified, including conceptual uncertainty of educational needs, limited methodological support, and insufficient interdisciplinary coordination. Practical recommendations for improving the effectiveness of the educational process have been developed.

Conclusions. It has been proven that the effectiveness of inclusive education for veterans with PTSD symptoms is achieved through the integration of structured, adaptive, and supportive pedagogical solutions that ensure the stabilization of cognitive activity and gradual academic adaptation.

Further research prospects are associated with the development of standardized models of inclusive education, the creation of tools for quantitative assessment of academic adaptation of veterans with PTSD symptoms, and the empirical verification of the effectiveness of the proposed pedagogical strategies.