Adaptation of internally displaced students to new learning environment through innovative methods of open teacher training in war perspectives

Abstract

The article investigates the impact of innovative open learning technologies on training future teachers, particularly those internally displaced in Ukraine due to the war with Russia. It explores the current conditions of these students and how to meet their educational needs through online learning. The successful adaptation of displaced students relies on government's social, legal, and academic support, highlighting the importance of online learning in war response. The methodology involved surveying 437 displaced students from Ukrainian higher education institutions, using various questionnaires. Data on inputs, outputs, and outcomes of online learning programs were collected and analyzed. Both benefits (continuous access to learning, flexibility, low economic cost, access to international programs) and risks (lack of socialization, insufficient technical support, resource imbalance) were assessed. The findings indicate that adaptation challenges are mainly linked to poor living conditions, stress, and changes in learning conditions and curriculum. The study concludes that open learning technologies facilitate the adaptation of displaced students, ensuring educational continuity and adherence to international standards.