Estratégias adaptativas para a continuidade educacional: avaliação do potencial dos formatos de aprendizagem híbrida e assíncrona para contextos inclusivos em tempos de guerra

Mykola Dubinka; Nataliia Savchenko; Dolores Zavitrenko; Marharyta Bespalko; Andrii Yeromenko

doi:10.22633/rpge.v30iesp1.20894

Autores/as

Mykola Dubinka Universidade Estatal Central Ucraniana Volodymyr Vynnychenko https://orcid.org/0000-0001-7129-3750
Nataliia Savchenko Universidade Estatal Central Ucraniana Volodymyr Vynnychenko https://orcid.org/0000-0003-0420-3289
Dolores Zavitrenko Universidade Estatal Pedagógica Central Ucraniana Volodymyr Vynnychenko https://orcid.org/0000-0002-2005-4810
Marharyta Bespalko Universidade Nacional de Economia de Odessa https://orcid.org/0000-0002-9312-6758
Andrii Yeromenko Universidade Estatal Pedagógica de Sumy https://orcid.org/0000-0002-4349-4288

DOI:

https://doi.org/10.22633/rpge.v30iesp1.20894

Palabras clave:

Docente de institución de educación secundaria general, Educación inclusiva, Educación a distancia, Ley marcial, Diseño universal para el aprendizaje

Resumen

Este estudio tiene como objetivo examinar sistemáticamente las oportunidades y limitaciones del aprendizaje remoto inclusivo bajo ley marcial, con base en una síntesis de datos oficiales para el período 2022–2025. La metodología combina el análisis de contenido de informes de la UNESCO, ACNUR, el Banco Mundial, la UIT, UNICEF y el Ministerio de Educación y Ciencia de Ucrania con análisis comparativo, estadística descriptiva y clasificación de indicadores en cuatro dimensiones: accesibilidad, barreras a la inclusión, medidas de apoyo y estrategias adaptativas. Los resultados muestran patrones diversos de participación de estudiantes ucranianos en la educación europea y una significativa desigualdad digital territorial, junto con daños a gran escala en la infraestructura educativa. Los principales obstáculos incluyen interrupciones por alertas de ataques aéreos y cortes de energía, mientras que las respuestas adaptativas implican aprendizaje asincrónico, horarios híbridos y aulas subterráneas. El estudio concluye que la educación remota inclusiva es posible gracias al apoyo tecnológico y la flexibilidad organizativa, pero se requieren respuestas de política pública a largo plazo para abordar desigualdades persistentes y la carga psicológica.

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Biografía del autor/a

Mykola Dubinka, Universidade Estatal Central Ucraniana Volodymyr Vynnychenko

La guerra a gran escala en Ucrania ha generado desafíos sin precedentes para el sistema educativo, ya que millones de niños se han visto obligados a pasar al aprendizaje a distancia en condiciones de destrucción de infraestructuras, desplazamiento masivo y amenazas constantes a la seguridad. El objetivo de este estudio es examinar sistemáticamente las oportunidades y limitaciones de la educación remota inclusiva bajo la ley marcial, a partir de la síntesis de datos oficiales correspondientes al período 2022–2025. La metodología combina el análisis de contenido de informes de la UNESCO, ACNUR, el Banco Mundial, la UIT, UNICEF y el Ministerio de Educación y Ciencia de Ucrania con análisis comparativos, estadísticas descriptivas y la clasificación de indicadores en cuatro dimensiones: accesibilidad, barreras a la inclusión, medidas de apoyo y estrategias adaptativas. Los resultados revelan diversos patrones de participación de los estudiantes ucranianos en la educación europea y una marcada desigualdad digital territorial, junto con daños a gran escala en la infraestructura educativa. Entre los principales obstáculos se encuentran las interrupciones por alertas aéreas y cortes de energía, mientras que las respuestas adaptativas incluyen el aprendizaje asincrónico, horarios híbridos y aulas subterráneas. El estudio concluye que la educación remota inclusiva es posible gracias al apoyo tecnológico y la flexibilidad organizativa, aunque se requieren respuestas políticas a largo plazo para abordar las desigualdades persistentes y la presión psicológica.

Nataliia Savchenko, Universidade Estatal Central Ucraniana Volodymyr Vynnychenko

Doutor em Ciências Pedagógicas, Professor, Departamento de Ciências da Educação, Faculdade de Ciências da Educação e Artes, Universidade Estatal Central Ucraniana Volodymyr Vynnychenko.

Dolores Zavitrenko, Universidade Estatal Pedagógica Central Ucraniana Volodymyr Vynnychenko

Candidato em Ciências Pedagógicas, Professor Associado, Professor Associado do Departamento de Educação Especial, Faculdade de Ciências da Educação e Artes, Universidade Estatal Pedagógica Central Ucraniana Volodymyr Vynnychenko, Kropyvnytskyi, Ucrânia.

Marharyta Bespalko, Universidade Nacional de Economia de Odessa

Pós-graduando na Faculdade de Educação Social e Psicológica, Universidade Estatal Pedagógica Pavlo Tychyna de Uman, Uman, Ucrânia; Diretor da Instituição Municipal “Centro de Recursos Inclusivos” do Conselho do Assentamento de Dobroslav, Odessa, Ucrânia; Professor Sênior do Departamento de Línguas e Formação Psico-Pedagógica, Universidade Nacional de Economia de Odessa, Odessa, Ucrânia.

Andrii Yeromenko , Universidade Estatal Pedagógica de Sumy

Candidato em Artes, Professor Associado, Chefe do Departamento de Arte Musical, Instituto de Cultura e Artes TSI, Universidade Estatal Pedagógica de Sumy nomeada em homenagem a A. S. Makarenko, Sumy, Ucrânia.

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