Theoretical Approaches to Teaching of the Russian-Ukrainian War in Higher Education Institutions and Higher Military Educational Institutions

Abstract

The article examines the theoretical and methodological foundations of teaching the events of the Russian-Ukrainian war in higher education institutions and higher military educational institutions. It is substantiated that the study of Ukraine’s contemporary history during an ongoing war has a specific character, as it combines academic interpretation of historical processes, civic and patriotic education, the formation of national identity, critical thinking, media literacy, and psychological resilience of students. The article analyzes constructivist, narrative, critical, emotional-value, comparative, hermeneutic, phenomenological, and sociocultural approaches to teaching the events of the war. The scientific novelty of the study lies in the theoretical substantiation of an integrative model for teaching the Russian-Ukrainian war in higher education institutions and higher military educational institutions. This model combines historical-analytical, trauma-informed, media-educational, civic-value, and military-professional components. The article also clarifies the pedagogical conditions for teaching an unfinished historical process that is directly connected with the personal and professional experience of students and teachers. The expediency of integrating these approaches into a unified pedagogical model is proven. Such a model should take into account students’ traumatic experiences, the need for a safe educational environment, the specific features of information warfare, and the professional orientation of training future military specialists. The article proposes pedagogical conditions for effective teaching, including work with primary sources, oral history testimonies, media texts, problem-based learning situations, comparative analysis, and reflective practices.