Adaptive strategies for educational continuity
assessing the potential of hybrid and asynchronous learning formats for inclusive settings during war times
DOI:
https://doi.org/10.22633/rpge.v30iesp1.20894Keywords:
Teacher at a general secondary education institution, Inclusive education, Distance learning, Martial law, Universal learning designAbstract
This study aims to systematically examine the opportunities and limitations of inclusive remote learning under martial law, based on a synthesis of official data for 2022–2025. The methodology combines content analysis of reports by UNESCO, UNHCR, the World Bank, ITU, UNICEF, and the Ministry of Education and Science of Ukraine with comparative analysis, descriptive statistics, and indicator classification across four dimensions: accessibility, inclusion barriers, support measures, and adaptive strategies. The findings show diverse participation patterns of Ukrainian students in European education and significant territorial digital inequality, alongside large-scale damage to educational infrastructure. Key obstacles include air raid interruptions and power outages, while adaptive responses involve asynchronous learning, hybrid schedules, and underground classrooms. The study concludes that inclusive remote education is enabled by technological support and organizational flexibility, but long-term policy responses are required to address persistent inequalities and psychological strain.
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