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DOI: https://doi.org/10.46502/issn.1856-7576/2024.18.02.6

Cómo citar:

Zhyhora, I., Vdovenko, V., Baraniuk, I., Kotelianets, N., & Nikitina, O. (2024). Innovations in education in times of war: research and evaluation of results. Revista

Eduweb, 18(2), 88-99. https://doi.org/10.46502/issn.1856-7576/2024.18.02.6

Innovations in education in times of war: research and

evaluation of results

Innovaciones educativas en tiempos de guerra: investigación y evaluación de

resultados

Iryna Zhyhora

https://orcid.org/0000-0002-5796-2062

Associate Professor of the Department, Volodymyr Vynnychenko Central Ukrainian State University,

Kropyvnytskyi, Ukraine.

Viktoriia Vdovenko

https://orcid.org/0000-0002-0884-6209

Associate Professor of the Department, Volodymyr Vynnychenko Central Ukrainian State University,

Kropyvnytskyi, Ukraine.

Iryna Baraniuk

https://orcid.org/0000-0001-8112-7318

Associate Professor of the Department, Volodymyr Vynnychenko Central Ukrainian State University,

Kropyvnytskyi, Ukraine.

Natalka Kotelianets

https://orcid.org/0000-0002-0575-5205

Professor of the Department, Volodymyr Vynnychenko Central Ukrainian State University, Kropyvnytskyi,

Ukraine.

Olena Nikitina

https://orcid.org/0000-0003-1045-5300

Associate Professor of the Department, Volodymyr Vynnychenko Central Ukrainian State University,

Kropyvnytskyi, Ukraine.

Recibido: 10/03/24

Aceptado: 27/05/24

Abstract

Implementation of the educational process during the war is a challenge for modern educational

institutions, but despite the unfavourable situation, educational institutions are implementing important

innovative solutions for the development of education in general. Therefore, the purpose of this study is

to investigate innovations in education in times of war through the prism of a survey and evaluation of the

results. The participants of this study are 265 students and teachers from different parts of Ukraine. The

search for respondents was carried out both on a targeted basis and using the snowball sampling method.

The results of the study demonstrated the diversity of means of developing education in war conditions:

the use of video conferencing platforms, mobile applications, communication platforms, learning

management systems, virtual and simulation technologies. The most important is the use of learning

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management systems and platforms for conducting classes. The high scores of respondents demonstrate

the importance of innovation in education during wartime. The conclusions emphasise that these

innovations ensure the continuity of the learning process and provide access to knowledge in any crisis

situation.

Keywords: digitalization, innovative tools, survey, war, Ukraine.

Resumen

La implementación del proceso educativo durante la guerra es un reto para las instituciones educativas

modernas, pero a pesar de la situación desfavorable, las instituciones educativas están implementando

importantes soluciones innovadoras para el desarrollo de la educación en general. Por lo tanto, el propósito

de este estudio es investigar las innovaciones en la educación en tiempos de guerra a través del prisma

de una encuesta y la evaluación de los resultados. Los participantes en este estudio son 265 estudiantes y

profesores de diferentes partes de Ucrania. La búsqueda de encuestados se llevó a cabo tanto de forma

selectiva como utilizando el método de muestreo de bola de nieve. Los resultados del estudio demostraron

la diversidad de medios para desarrollar la educación en condiciones de guerra: el uso de plataformas de

videoconferencia, aplicaciones móviles, plataformas de comunicación, sistemas de gestión del aprendizaje,

tecnologías virtuales y de simulación. El más importante es el uso de sistemas y plataformas de gestión

del aprendizaje para impartir clases. Las altas puntuaciones de los encuestados demuestran la importancia

de la innovación en la educación en tiempos de guerra. Las conclusiones destacan que estas innovaciones

garantizan la continuidad del proceso de aprendizaje y facilitan el acceso al conocimiento en cualquier

situación de crisis.

Palabras clave: digitalización, herramientas innovadoras, encuesta, guerra, Ucrania.

Introduction

The Russian-Ukrainian war has had a dramatic impact on the development of education in Ukraine. Since

the full-scale invasion, active military operations have demonstrated the need to introduce distance

education (later blended learning), which directly depends on the introduction of many innovative solutions

and technologies. Therefore, the functioning of the educational system in times of war is determined by

an intensive search for various new approaches to the organisation of education, innovative methods and

forms of organising the educational process, effective pedagogical and information solutions (Diachenko

et al., 2022; Iastremska et al., 2023). Thus, supporting the active introduction of various innovations in

the field of education during the war has become one of the important activities of the Ministry of Education

and Science of Ukraine.

At the same time, educators and teachers themselves began to actively search for new ways to organise

the educational process for students. In particular, many educational institutions have opened various

platforms with educational resources and materials in the public domain. At the same time, modern

researchers have also repeatedly drawn attention to the quality of training in wartime. For example, Al

Qaidani (2019) described the development of higher education in the context of the conflict in Yemen.

Chakhaia and Bregvadze (2018) identified the main aspects of the formation of the educational system of

Georgia. Lucić (2020) in his comprehensive study raised the important question of the effectiveness of

education in the conditions of war based on the consideration of educational realities in Sarajevo.

At the same time, Boiko (2023) characterized the experience of higher education in Ukraine, which involves

the implementation of various innovative solutions and technologies. Iskakova (2023) described the main

electronic technologies used in Ukrainian education to meet the individual needs of students. Kaminskyy

and Viesova (2022) also identified some innovative solutions. Budnyk (2022) described the main modern

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Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576

innovative technologies that contribute to the development of knowledge among students in wartime. The

interest of modern scholars in the development of education in wartime demonstrates that this topic

remains not only popular but also relevant among modern researchers.

However, it is important not only to describe the main decisions or innovations of the educational system

in the context of war, but also to determine their effectiveness based on empirical research and evaluation,

which is the aim of this paper. Therefore, the aim of this paper is to empirically investigate the main

innovations in wartime education based on the evaluations of teachers and students. This will involve

solving the following tasks: conducting a systematic literature review, conducting a questionnaire among

respondents, identifying the main assessments and attitudes of teachers and students towards the

introduction of innovations in modern education.

Literature Review

Contemporary scholars have delved into the study of various aspects of the use of innovative solutions

(mainly distance education) in wartime. At the same time, modern works have drawn attention to the

relevance of blended or distance learning, digitalisation of the educational system, health-promoting

practices and the effective implementation of psychological and pedagogical support (Galynska & Bilous,

2022; Barakat et al., 2022; Lymar, 2024). In these areas, the use of technologies that facilitate the

individualisation of learning is currently relevant. Krylova-Grek and Shyshkina (2021) identified the main

trends in the development of online education in Ukraine.

The main difficulties of implementing the educational process and training specialists in wartime are

described in detail in Lymar (2024). At the same time, the most innovative technologies are presented in

detail in the papers that studied the specifics of the organisation of the educational process during the

Сovid pandemic (Tarteer et al., 2022; Wahas & Syed, 2024).

Tinterri, Eradze, Limone, and Dipace (2022) identified effective strategies for implementing distance

learning that would support all participants in the learning process. Meletiou-Mavrotheris, Eteokleous, and

Stylianou-Georgiou (2022) demonstrated the main capabilities of e-learning based on empirical research.

Onufer (2023) believes that in the period of distance or remote education, it is important to take into

account the needs of all participants in the learning process, i.e. to implement a person-centred approach.

Rafael and Justino (2022) demonstrate the importance of virtual laboratories for the organisation of an

effective innovation space.

Castilho Barilli (2012) identified the importance of virtual reality as an important didactic resource in

distance education. In their opinion, this technology contributes to the development of professionalism for

the future generation of specialists. Vasilache (2022) described the main strategies for implementing active

distance learning and determined how they contribute to the outcomes of students. Such research

experiments help to understand the peculiarities of modernising the modern learning space and highlight

all the spectrums of innovative activities that are implemented in accordance with the requirements of the

modern education system and the needs of society.

At the same time, interest in the study of innovative technologies indicates their active implementation in

different parts of the world. For this reason, innovation is an important driving force in the development of

education and science. Nevertheless, there is a lack of research that would empirically determine the

attitudes of participants in the educational process and, consequently, the effectiveness of using

innovations in the educational environment.

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Methodology

This study aims to identify the main innovations in the field of education and their effectiveness based on

the analysis of the evaluative judgements of participants in the educational process. Thus, the work is

classified as quantitative research.

a. Participants

The participants of this study are teachers (120 people) and students (145 people) from different

educational institutions in Ukraine, living both near the war-affected areas and in safer areas of Ukraine.

This was done to ensure that all participants in the learning process were involved as widely as possible.

Table 1 shows the aggregate geographical data of the participants.

Table 1.

Geographical data of the participants

No.

Geographical data

Kyiv (Kyiv region)

23%

Kharkiv

14%

Lviv (Lviv region)

12%

Dnipro

10%

Odesa

Zaporizhzhia

Ivano-Frankivsk

Chernivtsi

Kirovohrad

Chernihiv

Kherson

Ternopil

Poltava

Zhytomyr

Lutsk

Source: Authors’ development

Thus, a total of 265 teachers and students from different parts of Ukraine took part in the study.

b. Sample procedure

The search for respondents was carried out both on a targeted basis and using the snowball sampling

method. In particular, information about the survey was disseminated through social media. The most

popular ones in Ukraine were chosen for this purpose: Facebook, Instagram and TikTok. Thus, at the

beginning, participants were found in a targeted manner. Later, they were asked to find other stakeholders

in the research (snowball sampling was used. In this way, it was possible to involve everyone in the

evaluation of innovative technologies in education.

c. Instruments

In order to collect quantitative data, a questionnaire consisting of several parts was used. The first part

concerned demographic and geographical data. The second part focused on the role of innovation in

education. Most of the questions were designed to be answered by both students and teachers. However,

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some questions still focused on the experience of teachers only or were directed at students only (see

Table 2).

Table 2.

Sample of the survey

Section

Main questions

Geography and demographics of

participants

1. In which city do you study/work?

2. Specify your position or employment

Characteristics of the main

innovations

3. 3. What innovations do you use during classes (for teachers)

4. What innovations do your teachers use to conduct classes (for

students)

5. On which digital platforms do you mostly conduct classes? (for

teachers)

6. On which digital platforms do teachers conduct classes? (for

students)

7. How often do you use these innovations?

8. How often is the distribution of educational materials in digital

format?

Characteristics of the main

innovations

9. How do you assess the use of modern platforms in the

implementation of education during the war? (rating from 1 to 5)

10. How do you rate modern messengers for communication during

distance education (Telegram, Whats Up, Viber)

11. How can you generally evaluate the use of innovations in the

implementation of education during the war? (rating 1 - not at all effective,

5 - very effective)

Source: Authors’ development

d. Data analysis

Based on the statistical analysis, the data were statistically processed. For this purpose, Microsoft Excel

software was used, where tables were used to process the data. This software was also used to create

graphs and charts. Thematic analysis was also used to characterise the main themes highlighted by the

respondents. In order to process the data, a systematic research method was used, which defines

educational innovations as being in constant motion. The method of comparison was used to compare the

information obtained with the data presented in previous scientific works.

Results

Although the Ukrainian education system suffered significant losses due to the armed conflict, it continued

to develop on the basis of the introduction of some new solutions. The authorities have partially succeeded

in making effective decisions to stabilize the education system in such difficult conditions. The cohesion of

the Ukrainian educational community, the motivation to continue teaching and learning, and the sufficiently

effective digital internal policy of Ukrainian educational institutions play a major role in this process. Since

then, the Ukrainian education system has begun to actively use various innovative technologies and forms

of education. Many regions have switched to distance (later blended) education. These forms of education

have become important tools for continuing the process of providing educational services.

The use of various platforms for remote lectures or seminars and video conferencing has become the norm

for the educational system during the war. At the same time, adaptive technologies have begun to play an

important role. The use of individual learning technologies facilitates the assessment of each student and

promotes a person-centered approach. Based on the experiment, it was found that during the war,

Ukrainian education mainly used video conferencing platforms (241 responses), learning management

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systems (251 responses), electronic textbooks (239 responses), online testing and knowledge verification

systems (230 responses), mobile applications for education (210 responses), messengers for

communication (190 responses), interactive whiteboards (58 responses), virtual reality technologies (76

responses), and simulation technologies (61 responses) (see Table 3).

Table 3.

Innovative tools of education in war conditions

Innovative tools

Learning management systems

251

98.05%

Video conferencing platforms

241

90.94%

Electronic textbooks

239

90.19%

Online testing systems

230

86.79%

Mobile applications

210

82.03%

Communication messengers

190

74.22%

Interactive whiteboards

22.66%

Virtual reality technologies

29.69%

Simulation technologies

23.83%

Source: Authors’ development

Thus, the survey results show that the most common innovative tools are learning management systems,

video conferencing platforms, e-textbooks, online testing systems and various mobile applications. It is

worth noting that the vast majority of Ukrainian educational institutions use Moodle for learning

management (91%). At the same time, teachers' answers differed when it came to choosing a video

conferencing platform. In particular, 149 teachers use the Zoom platform to conduct online lectures or

seminars. 50 people indicated that they conduct classes on the Microsoft Teams platform, and another 35

people use the Google Meet application. Another 22 respondents indicated that they do not use the above-

mentioned platforms, but conduct online training on the internal platforms of the institution (see Figure 1).

Figure 1.

Diagram of the use of electronic video conference platforms.

Source: Authors’ development

The next part of the survey was to find out how often innovative solutions are used in education. To the

question of how often do you use innovations in education, 110 teachers answered that every class, while

113 teachers answered several times a week and 33 teachers answered several times a month. At the

same time, there was an option - "once a month", but none of the respondents indicated it. Thus, this

Zoom Microsoft Teams Google Meet Internal platforms of

the institution

%58,20% 19,53% 13,67% 8,59%

58,20%

19,53%

13,67%

8,59%

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

70,00%

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indicates the active use of innovations in Ukrainian education during the war. When asked how often they

distribute educational materials in digital format, the vast majority of respondents (about 31%) indicated

that they distribute them every week, while 35% distribute them several times a week. 25% of teachers

distribute digital learning materials once a month. At the same time, 13% introduce students to educational

resources several times a quarter. However, it should be noted that this frequency also depends on the

number of classes taught. The participants of the experiment had to rate from 1 to 5 the use of modern

platforms in the implementation of education during the war (see Figure 2).

Figure 2.

Evaluation of the use of modern platforms in the implementation of education during the war.

Source: Authors’ development

It should be noted that students gave high marks to the process of using modern platforms. Some teachers

pointed to some difficulties in using them, including problems with access to the Internet and the

underdeveloped material and technical base for the integrated use of various innovations. At the same

time, the lack of funding has become an important challenge for the Ukrainian education and science

system. The martial law has led to a reduction in spending on the education system, and thus on funding

for the latest educational programmes, and has reduced access to important resources that contribute to

the implementation of innovative solutions.

It is also worth considering that the use of innovations requires adaptation on the part of both implementers

and students. The respondents emphasised that the stress of war and the need to adapt to a new learning

environment were difficult challenges. Modern scholars believe that in order to actively adapt to new

learning environments and technologies, teachers should communicate with students to understand not

only their results but also their psychological state, and in case of need to contact a psychological counsellor

from the educational institution, all respondents had to evaluate modern messengers for communication

during distance education, in particular, such applications as e-mail or special messengers Telegram,

WhatsApp, Viber. The majority of respondents said that they mainly use Telegram and email to

communicate.

Table 3.

Tools for communication between students and teachers

Tools for communication

190

74.22%

E-mail

210

82.03%

Viber

29.69%

13.67%

Source: Authors’ development

1 2 3 4 5

%4,56% 10,55% 44,53% 40,23%

4,56%

10,55%

44,53% 40,23%

0,00%

5,00%

10,00%

15,00%

20,00%

25,00%

30,00%

35,00%

40,00%

45,00%

50,00%

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Given the popularity of Telegram and Viber as the main communication apps respondents were asked to

rate their effectiveness on a scale from 1 to 5. These apps mostly received high marks (from 4 to 5), which

indicates their importance for effective communication between students and teachers during the war. The

final question concerned the overall assessment of the use of innovations in the implementation of

education during the war (a score of 1 meant not at all effective, 5 - very effective). The data obtained are

shown in Figure 3.

Figure 3.

Overall assessment of the use of innovations in the implementation of education during the war.

Source: Authors’ development

Such high scores demonstrate the importance of innovative solutions in education during the war.

Obviously, the war has a negative impact on the educational system (as we found out, it leads to a lack of

funding and a shortage of material and technical resources), but martial law also facilitates the introduction

of completely new technologies and innovations. However, it is important that modern Ukrainian teachers

and students support the idea of introducing innovations into the education system, which is an important

indicator of the development of education in Ukraine, even despite the war.

Discussion

After the outbreak of full-scale armed aggression, the situation in Ukraine's education sector has become

more complicated, as evidenced by numerous studies (Malynovskyi, Duka & Yaroshenko, 2022; Martin et

al., 2022; Kubiv et al., 2020). The educational process has been suspended, educational buildings have

been destroyed all this time, and students and teachers have found themselves in different conditions. As

in 2014, after the annexation of Crimea and the outbreak of hostilities in Donbas, the Ukrainian education

system faced the challenge of relocating educational institutions to the government-controlled territory. All

of this forced the educational process to adapt to new conditions and use innovative solutions, in particular,

the peculiarities of the introduction of distance education in Ukraine are described in detail in Movchan,

Komisarenko, Fernos and Kolisnyk (2023) and Krymets (2022).

The results underline the importance of innovative solutions in education during wartime. It was found

that modern teachers use various innovative tools to support education. The results of modern scholars

also demonstrate the importance of using platforms for e-learning (Bobro, 2023; Kuzheliev et al., 2023).

More detailed ways of implementing distance education based on the analysis of the experience of using

the Moodle and Microsoft teams platforms are covered in the study by Dezelak, Bobek and Sternad

Zabukovsek (2022). However, current research also emphasizes cybersecurity when implementing these

technologies (Lysenko et al., 2024; Kozlovskyi et al., 2024). Despite this, modern scientists prove that,

despite various challenges, it is worth developing the direction of education as an important factor in the

development of social capital (Shpykuljak & Mazur, 2014).

1 2 3 4 5

%0% 0,00% 10,55% 48,73% 40,23%

0% 0,00%

10,55%

48,73%

40,23%

10%

20%

30%

40%

50%

60%

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The study also pays special attention to the problem of adaptation of participants in the educational process

and new solutions and innovations. Although it has been demonstrated that teachers and students have

successfully adapted to new realities and consider innovations important, adaptation is still essential for

the successful organisation of learning. This correlates with the study by Sytnik, Miroshnychenko and

Svidenska (2022), which investigated key aspects of students' emotional states during the war. This work

demonstrated that students' emotional states have undergone significant shifts in comparison to the pre-

war period: the dominant emotions have changed, which have generally become more labile, and anxiety

has increased. There is also a negative impact on communication (Dubiaha et al., 2023; Krylova & Krylova,

2023; Dovha et al., 2019).

Therefore, the authors of this article consider the introduction of ongoing psychological support and the

creation of internal platforms to support the mental health of applicants to be an important innovation.

Separately, this study also emphasises the challenges and difficulties in implementing innovations during

the war, in particular, the logistical difficulties, the importance of adaptation and the lack of funding. At

the same time, contemporary scholars also highlight other difficulties in implementing innovations

(including e-learning): limited access to certain technologies, issues of a safe learning environment, and

certain systemic and bureaucratic obstacles (Makhynko, 2023; Marchenko, 2023).

Based on the analysis of the evaluative responses of the participants in the experiment, this study

demonstrated the importance of introducing innovations in education in war, which has been confirmed in

other studies based on other conflicts. In particular, Rajab's (2018) empirical study of the role of e-learning

in war-affected areas also demonstrated the effectiveness of innovative solutions.

Based on a study of more than 20 courses and student outcomes, the author demonstrated that 26 e-

learning courses had a 100% pass rate compared to 16 face-to-face courses. In this way, this study also

shows the effectiveness of innovative means. Thus, the novelty of this study is based on the assessment

of judgements from teachers and students about the introduction of innovations in education and

demonstrated the effectiveness of the latter in supporting the modern educational environment.

Conclusions

Therefore, modern innovations play the role of an important element of the transformation of education in

the crisis of wartime. In particular, innovative means not only contribute to the reform and renewal of the

education system, but also ensure the effective functioning of the education sector in general.

The obtained evaluations of the participants of this study demonstrated a high level of importance, and

therefore the value of innovative solutions in the Ukrainian education system. The participants of this study

evaluated the basic tools and innovative instruments used in Ukrainian education, which in turn

demonstrated not only their familiarity with these tools, but also the fact that Ukrainian students and

teachers are well versed in innovative technologies.

It has been determined that the use of digital technologies in educational institutions is multi-platform and

cross-cutting, i.e., various mobile applications, learning platforms, or communication messengers are used.

It is demonstrated that communication is an important element of the functioning of education. As a result,

it is determined that modern teachers are actively using innovative tools to support students, and thus

implement the approach of personalised or personality-oriented learning, which is popular in Europe.

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