Preparation of students for studying in crisis situations



Palabras clave:

means of anti-crisis communication, anti-crisis learning strategy, educational competencies in crisis situations, flexibility of learning activities, anti-crisis training programs.


The primary directions of the higher school’s educational activity are professional training, education seekers’ personal growth and self-affirmation, development of all participants’ intellectual potential in the educational process, spiritual enrichment, and moral, aesthetic and physical improvement. The process of socialization of the student’s personality continues even during crisis situations.

The purpose of the academic paper is to establish the main tendencies in preparing students for the educational process in crisis situations in the scientific literature and to clarify certain practical aspects of preparing higher education seekers to study in crisis situations. In the course of the research, the analytical-bibliographic method was used to study the scientific literature on the issues of training higher education seekers in crisis situations. Induction, deduction, analysis, synthesis of information, logical-linguistic methods, abstraction, and idealization were applied to study and process data. A questionnaire was conducted by the research authors in online mode to clarify certain aspects of training practically. Based on the research results, the primary theoretical aspects of the process of students’ training in crisis situations were studied, as well as the standpoints of education seekers and teachers of higher educational institutions regarding the key aspects of this issue were clarified.

Biografía del autor/a

Tetiana Polukhtovych, Lutsk National Technical University, Lutsk, Ukraine.

Candidate of Pedagogical Sciences, Faculty of Digital, Education and Social Technologies, Lutsk National Technical University, Lutsk, Ukraine.

Larysa Dzevitska, Donetsk State University of Internal Affairs, Kryvyi Rih, Ukraine.

Associate Professor at the Department of Social Humanities and Legal Disciplines, Candidate of Pedagogical Sciences, Associate Professor, Faculty №1, Department of Social Humanities and Legal Disciplines, Kryvyi Rih Educational and Scientific Institute Donetsk State University of Internal Affairs, Kryvyi Rih, Ukraine.

Nataliia Yermakova, Municipal Institution of Higher Education "Khortytsia National Academy of Education and Rehabilitation", Ukraine.

Candidate of Philological Sciences, Docent, Faculty of Rehabilitation Pedagogy and Social Work, Department of Social Sciences and the Humanities, Municipal Institution of Higher Education "Khortytsia National Educational and Rehabilitational Academy" of Zaporizhzhia Regional Council, Zaporizhzhia, Ukraine.

Rostyslav Liashenko , Volodymyr Vynnychenko Central Ukrainian State University, Kropyvnytskyi, Ukraine.

Senior Lecturer of the Department of Pedagogy and Special Education, Candidate of Pedagogical Sciences, Faculty of Pedagogy, Psychology and Arts, Volodymyr Vynnychenko Central Ukrainian State University, Kropyvnytskyi, Ukraine.

Vitalii Dziamko, State higher educational institution "Uzhgorod National University", Ukraine.

Associate professor, Candidate of Chemical Sciences, docent, Educational and Scientific Institute of Chemistry and Ecology, Department of Physical and Colloidal Chemistry, State higher educational institution "Uzhgorod National University", Ukraine.


Abad-Segura, E., González-Zamar, M.D., Infante-Moro, J.C., & Ruipérez García, G. (2020). Sustainable management of digital transformation in higher education: global research trends. Sustainability, 12, 2107.

Alan, S., Teodora, B., & Seda, E. (2020). Ever Failed, Try Again, Succeed Better: Results from a Randomized Educational Intervention on Grit. The Quarterly Journal of Economics, 134(3), 1121–1162.

Aljanazrah, A., Yerousis, G., Hamed, G., & Khlaif, Z.N. (2022). Digital transformation in times of crisis: Challenges, attitudes, opportunities and lessons learned from students’ and faculty members’ perspectives. Frontiers in Education.

Barrot, J.S., Llenares, I.I., & Rosario, L.S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338. Published online 2021 May 28.

Bradshaw, C.P., Debnam, K.J., Kush, J.M., & Johnson, S.L. (2022). Planning for a Crisis, but Preparing for Every Day: What Predicts Schools' Preparedness to Respond to a School Safety Crisis? Frontiers in Communication.

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11, 589–597.

Bruggeman, B., Tondeur, J., Struyven, K., Pynoo, B., Garone, A., & Vanslambrouck, S. (2021). Experts speaking: crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education, 48, 100772.

Costa, E., Baptista, M., & Dorotea, N. (2022). Supporting Schools in Times of Crisis: A Case of Partnerships and Networking with Schools by the Institute of Education at the University of Lisbon, University and School Collaborations during a Pandemic, 211-224.

Eaton, S., Chibry, N., Toye, M., & Rossi, S. (2019). Interinstitutional perspectives on contract cheating: a qualitative narrative exploration from Canada. International Journal for Educational Integrity, 15(9).

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: opportunities and challenges in emergency situations. Societies, 10, 86.

Green, C., & Harrington, C. (2020). Student-centered learning: In principle and in practice. Lansing, Michigan Virtual.

Gunasinghe, A., & Nanayakkara, S. (2021). Role of technology anxiety within UTAUT in understanding non-user adoption intentions to virtual learning environments: the state university lecturers’ perspective. International Journal of Technology Enhanced Learning, 13, 284–308.

Helmy, R., Khourshed, N., Wahba, M., & Bary, A. (2020). Exploring critical success factors for public private partnership case study: The educational sector in Egypt. Journal of Open Innovation: Technology, Market, and Complexity, 6(4), 142.

Jin, H., Mikeska, J., Hokayem, H. & Mavronikolas, E. (2019). Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature. Science Education, 103(5), 1206-1234.

Khan, Z., Sivasubramaniam, S., Anand, P., & Hysaj, A. (2021). ‘e’-thinking teaching and assessment to uphold academic integrity: lessons learned from emergency distance learning. International Journal for Educational Integrity, 17.

Londar, S. (2021). Analysis of the state and main approaches to the assessment of the quality of the provision of educational services by institutions of higher education of Ukraine: monograph. Kyiv: Ministry of education and science of Ukraine State Scientific Institute "Institute of Educational Analytics"

Marey, R., & Magd, A. (2022). The Current Curriculum, Instructional, and Assessment Reforms in Egypt: The Experience and Lessons. Handbook of Research on Teacher Education, 7, 207–225.

Rawashdeh, A., Mohammed, E., Arab, A., Alara, M., & Al-Rawashdeh, B. (2021). Advantages and Disadvantages of Using e-Learning in University Education: Analyzing Students’ Perspectives. The Electronic Journal of e-Learning, 19(3).

Sandanayake, T.C. (2019). Promoting open educational resources-based blended learning. International Journal of Educational Technology in Higher Education, 16, 1–16.

Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post- Pandemic World. Journal of Educational Technology Systems, 50(2), 140-142.



Cómo citar

Polukhtovych, T. ., Dzevitska, L. ., Yermakova, N. ., Liashenko , R. ., & Dziamko, V. . (2023). Preparation of students for studying in crisis situations. Revista Eduweb, 17(1), 176–186.