Online education in Ukraine in extreme conditions: constraints and challenges


extreme learning
learner autonomy
learner-centred approach
SWOT matrix
ESL learning
online education


This paper studies the short-term impact of full-scale invasion and military actions on students who get ESL education in Ukraine. Our focus is on an online ongoing learning process in which students are involved and mostly distracted from gaining education due to extreme conditions. The study examined how the ongoing war affected the online learning experience of Ukrainian students at Ternopil National Pedagogical University through a survey and questionnaire. SWOT matrix has been used to reveal the weaknesses, strengths, opportunities and threats of learning in wartime. Studies have shown that students are willing to continue their education even during wartime to obtain a qualification. Students often struggle with motivation and social, living, and technical distractions that impact academic performance. The findings suggest that the online tools employed in teaching and learning are sufficient for meeting the fundamental requirements for developing English as a Second Language (ESL) proficiency and fostering student autonomy. The participants expressed an interest in exploring the potential of a combined (online and offline) learning approach, provided the current situation allows it. The study suggests that instructors should personalise and differentiate learning by creating individual schedules, reducing the number of tasks for assessment, and allowing more flexibility in shifting deadlines. Ukrainian students have recognized the benefits of online learning, relaxed teacher attitudes, and effective class organization during wartime.


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