Educational inequality and displacement

educational trajectories of students affected by war

Abstract

During wartime, students experience inequalities in educational access, learning continuity, and academic performance within unstable institutional and social environments. This study examines how the war in Ukraine reshapes students’ educational trajectories and assesses whether innovation, competency-based education, and project-based learning reduce or reinforce educational inequalities. The research adopts a qualitative approach based on a critical synthesis of scientific literature, policy documents, and secondary analytical sources addressing education during the war in Ukraine. The findings demonstrate that students’ educational trajectories become fragmented, unstable, and contingent. Educational inequality extends beyond access to encompass learning continuity, instructional intensity, student engagement, and the availability of educational support. These challenges undermine students’ capacity to sustain consistent participation and academic progress throughout prolonged crises. The study provides evidence to support inclusive education policies aimed at ensuring learning continuity, reducing vulnerability, strengthening educational resilience, and fostering students’ autonomy in contexts of prolonged armed conflict and social disruption.