Psychological and pedagogical aspects of supporting higher education students during distance learning in Ukraine

Abstract

Social and epidemiological challenges have caused a massive transition of educational institutions in Ukraine to online learning. Aim. The article was oriented towards scrutinizing the psychological and pedagogical quandaries higher education learners encounter during remote learning, alongside devising psychological and pedagogical stratagies for their support. Methods. To achieve these goals, theoretical analysis was used to understand the main psychological and pedagogical aspects of supporting higher education students. The comparative analysis revealed the advantages and disadvantages of distance learning and developed effective strategies for supporting students in the online environment.  Results. It was shown that distance learning has both advantages and disadvantages for students. The main negative consequence of this form is social isolation, which causes psychological discomfort and a feeling of loneliness in students due to the lack of physical contact with classmates and teachers. The lack of group discussions and collaboration, reduces the effectiveness of learning and worsens the psycho-emotional state of students. Another problem is decreased motivation, since distance learning often does not include sufficient interactivity, which is inherent in traditional methods. In addition, high requirements for self-organization and time planning are a challenge for students who do not have the appropriate skills. To overcome these challenges, the following measures were proposed: providing psychological support through online consultations and stress resistance training; using interactive digital platforms to organize active and flexible learning; developing time management and self-organization skills in students; and providing equal access to educational materials for people with special educational needs. Conclusions. Remote learning represents a pivotal juncture in the evolution of Ukrainian education, yet it necessitates adaptation to new paradigms. Psychological and pedagogical support, innovative pedagogical methodologies, and the cultivation of motivation and emotional fortitude are linchpins for the triumphant implementation of this modality in higher education institutions.