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DOI: https://doi.org/10.34069/AI/2022.55.07.16
How to Cite:
Malimon, O., Malimon, L., Tykhonenko, O., Honcharuk, S., & Guts, N. (2022). Modern European trends in the development of the
higher education system in the realities of large-scale military aggression (the experience of Ukraine). Amazonia Investiga, 11(55),
156-162. https://doi.org/10.34069/AI/2022.55.07.16
Modern European trends in the development of the higher education
system in the realities of large-scale military aggression
(the experience of Ukraine)
Tendencias europeas modernas en el desarrollo del sistema de educación superior en las
realidades de la agresión militar a gran escala (la experiencia de Ucrania)
Received: May 11, 2022 Accepted: June 22, 2022
Written by:
Malimon Oleksandr69
https://orcid.org/0000-0002-9814-9123
Malimon Lesia70
https://orcid.org/0000-0001-6740-0701
Tykhonenko Olena71
https://orcid.org/0000-0002-4569-9869
Honcharuk Svitlana72
https://orcid.org/0000-0003-0976-6945
Guts Nelya73
https://orcid.org/0000-0002-4041-1053
Abstract
The article describes modern European trends in
the development of higher education in the
realities of military aggression (using Ukrainian
experience). General scientific methods are used
in the article. Using the comparative method, the
key foundations of educational reforms in some
European countries close to Ukraine (Poland and
Georgia) were determined. In the article also was
use the prognostic method. Additional research
methods were retrospective, functional,
systemic, etc. In the results, the Polish and
Georgian experience of regulating higher
education against the background of military
aggression, the peculiarities of the use of distance
education in wartime conditions, and media
education are characterized as a key trend in the
development of the higher education system in
the conditions of the Russian-Ukrainian war. In
the conclusions, it is stated that Ukraine will need
certain structural transformations in higher
69
Ph.D. in Physical Education and Sports Associate Professor of The Health and Physical Education Department Lesya Ukrainka
Volyn National University, Faculty of Physical Education and Health, The Health and Physical Education Department, Ukraine.
70
Ph.D. in Philology Associate Professor of The Conversational English Department Faculty of Foreign Philology Lesya Ukrainka
Volyn National University, Ukraine.
71
PhD in Philological Sciences, Associate Professor Department of Language Training Faculty of Management, Administration and
Law, State Biotechnological University, Kharkiv, Ukraine.
72
Ph.D. in Philology, Associate Professor of The Conversational English Department Lesya Ukrainka Volyn National University,
Faculty of Foreign Philology, The Conversational English Department, Ukraine.
73
Senior lecturer National Technical University of Ukraine “KPI named Igor Sikorsky”, CTF, Department of general and inorganic
chemistry, Ukraine.
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education. The Ukrainian experience of the
functioning of education against the background
of the Russian aggressor demonstrates that
distance education is of particular importance
today. The fundamental trend of the development
of the higher education system in the realities of
the Russian-Ukrainian confrontation is media
education. The developed recommendations will
be useful in overcoming the future crisis of
higher education in Ukraine.
Keywords: Ukraine, higher education,
mediaeducation, experience, Russian-Ukrainian
confrontation.
Introduction
The COVID-19 pandemic has been dictating the
rules of higher education development for
several years. Distance learning gave rise to a
number of problems related to the organization
of faculty work and student learning but led to a
positive change. Modern trends of university
education are focused on the formation of an
individual educational trajectory, which is also
associated with independent learning and the
development of practical work skills, which is
valued by modern employers. At the same time,
working with digital technologies required both
students and teachers to master digital
competencies, continuous self-improvement, and
mastery of new teaching methods. It should be
noted that these practices were generally
approved in the professional environment, but
their effectiveness is still a pressing problem.
At the same time, the open military aggression of
the Russian Federation against Ukraine poses
new challenges to university education,
including responding to the loss of the material
base, working in dangerous conditions, dispersal
of students, etc.
The article considers possible ways to deal with
these and other challenges. Consequently, the
paper aims to analyze current European trends in
the development of higher education in the
realities of large-scale military aggression and
the possibility of using these paradigms for
Ukraine. In particular, it is proposed to consider
media education as a key trend in the
development of European higher education, the
experience of the use of which can be valuable
for Ukraine.
Theoretical Frame work or Literature Review
The article is based on a thorough review of
modern pedagogical literature on current
educational problems. In particular, Mas-Verdu
et al., (2020) characterized the features of the
European higher education system. They
compared the effectiveness of learning in local
and national universities. Kelly (2021) studied
the main competencies in demand in the modern
educational field. Demiray (2017) characterized
the importance of distance learning in today's
globalized education system. At the same time,
Kem (2022) analyzed the main opportunities of
online education, characterized the key trends of
person-centered learning.
Note that for our study the works of those authors
who have studied the functioning of higher
education in crisis (military) conditions are also
important. For example, Rajab (2018)
characterized the problem of the effectiveness of
distance learning compared to traditional forms.
His research is based on the analysis of
educational technology at the University of
Najran. Note that this university conducted
distance learning because of the war between
Saudi Arabia and Yemeni insurgent groups. On
the other hand, Chankseliani et al., (2020)
characterized the situation of higher education in
Georgia, paying special attention to the
peculiarities of education in the Russian-
occupied Georgian territories (it refers to
Abkhazia and South Ossetia).
For this article, the results of researchers who
have studied the impact of Russian aggression on
Ukraine's main spheres of activity are valuable.
For example, Herbst, Aslund, & Kramer (2022)
characterized the consequences of the Russian-
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Ukrainian confrontation in 2014-2015 and
described the destruction suffered by the social
sector of Ukraine. Ghilès (2022) explored the
specifics of the unfolding of the Russo-Ukrainian
war and characterized the main changes in
international politics. Notably, Abbasi (2022)
also summarized that the Russo-Ukrainian war
goes beyond the local war and therefore has an
impact on the whole world. At the same time,
Kuzio (2021) characterized the peculiarities of
the spread of Russian aggression in Ukraine,
describing the main destruction suffered in key
areas of Ukraine.
At the same time, the task of characterizing
modern European trends in the development of
higher education based on Russian military
aggression in Ukraine remains relevant. This is
primarily due to the development of the war and
the corresponding transformation of the
educational system in Ukraine. Despite this, it is
not exactly clear how much the Ukrainian
authorities will be capable of structural
transformation and rapid response to the
challenges of the situation during the war. In
addition, due to the duration of the Russian-
Ukrainian war, the real consequences of the war
on the educational sphere remain unknown.
Methodology
Several general theoretical methods of research
were used to write this article: analysis,
synthesis, induction, and deduction. Based on the
analysis we managed to divide the subject of
research into smaller parts (coverage of the
European experience of educational
reorganization (Poland, Georgia), the
characteristic of distance learning in the
conditions of war, the study of the peculiarities
of the implementation of media education). With
the help of synthesis, it was possible to combine
the previously divided parts and form its own
conclusions and perspectives. Thanks to the use
of the method of concretization the peculiarities
of the implementation of distance European
trends in higher education in Ukraine were
investigated. In addition, the work used the
method of abstraction, which involves the
transition from the abstract to the concrete in
order to form their own conclusions. This method
was used in the discussion while taking into
account the main tendencies of higher education
development against the background of Russian
aggression in Ukraine. With the help of the
comparativist method, it was possible to
determine the basis of educational reforms in
some European countries close to Ukraine
(Poland and Georgia). Based on the prognostic
method, an attempt was made to outline an
indicative list of functional actions capable of
resolving the crisis in higher education in
Ukraine. In addition, the work is based on the use
of a systematic method of research, based on
which higher education is considered as a
complex set of different elements. Also in the
work, the following additional methods of
research are used: retrospective, functional, and
structural.
Results and Discussion
Polish and Georgian experience in
reorganizing education
Note that in the twentieth century not many
European countries have faced hostilities on their
territories. A certain tension exists on the
territory of the Balkan Peninsula, where the
stages of national genesis have not yet been
completed, and here the conflict between the
former parts of united Yugoslavia is possible. At
the same time, the experience of the two
countries, which can be implemented in Ukraine,
seems useful to us. Poland did not have military
conflicts, but now it is a neighboring country to
Ukraine, has received many refugees, and
provides humanitarian and military support.
Neighborly relations have intensified throughout
the 21st century, and Poland's integration into the
European Union has become a model for
Ukraine. Georgia is not exactly a European
country. It also has strong diplomatic ties with
Ukraine. However, in 2008. Georgia experienced
military aggression from Russia, so the
development of its higher education system with
appropriate accents may become paradigms (or
at least general guidelines) for the restoration of
Ukrainian university education.
So, a vivid example of European reforms in the
field of education is the experience of Poland.
This country, one of Ukraine's biggest
geographical neighbors, supports it in its war
against Russia. Back in the mid-1990s, the
Organization for Economic Cooperation and
Development made recommendations for the
development of state educational standards,
changing the criteria for determining
competencies, potential and individual
characteristics of Polish higher education
institutions. The wide-ranging reform covered
not only the university sphere but also the entire
structure of training future specialists, the
management system, quality control of
education, and the formation of knowledge,
skills, and competencies. These transformations
were positively received in the Polish society
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because the former model of education contained
certain remnants and was not oriented towards
the construction of modern democratic society.
The usual system of control and evaluation was
aimed at emphasizing deficiencies in skills or
knowledge.
These educational paradigms were at odds with
ideas about the role and importance of higher
education. At the end of the twentieth century,
universities in the leading countries were not
adapting young applicants to reality but were “on
course” to develop creative and creative
individuals (Kelly, 2021). Accordingly, using
this experience, the best Polish universities use
Polish and English for teaching. Thanks to the
transition to the ECTS system, Polish students
can study mobility in other countries and other
universities.
The main principle of the Polish reforms was the
democratization of education. Using local
experience, there were formulated principles that
guaranteed universality, continuity, and
succession of education, its unity and
differentiation, replacement of narrow-profile
training by broad-profile, principles of
comprehensive development and education,
formation of a modern flexible and quickly
adapted specialist (Puriy & Kuznetova, 2020).
Let us note that for the modern Ukrainian reality
the principle of continuity is extremely important
- it is said about the absence of obstacles in the
transition from one university to another due to
the consistency of industry training and curricula.
At a time when some of the Ukrainian
universities have been seized or destroyed, the
opportunity for a student to continue his or her
studies at another institution of higher education
is extremely relevant (Rajab, 2018). Let us also
pay attention to the principle of continuity, which
provides general access to the forms and means
of education. Poland has also replaced narrowly
focused training with broader training, making it
possible in Ukrainian realities to quickly retrain
workers - in a war-ravaged economy, demand for
certain specialties may decrease, while others
grow rapidly. We should also note the large
percentage of practical training at Polish
universities. This allows future specialists to get
acquainted with their subject of study, which will
facilitate their integration into the work
environment in the future.
In Georgia, higher education is not free of
charge, but it is open to all comers. The total cost
of education is quite high as for the local level,
and in private higher education institutions, it can
be even higher. Teaching is conducted in
Georgian, but special emphasis is also placed on
learning English (there are branches of several
American universities in Georgia) (Chankseliani
et al., 2020) State grants allow for the inclusion
of the best students. In particular, if a student gets
the highest marks on the unified entrance exam,
the state subsidy will be 100% of the cost of
tuition, with lower results it is possible to
compensate 70% or 50%. Note that Georgian
students are mobile. They are acquiring up-to-
date knowledge with the help of the latest digital
technologies. Georgian youth are spreading ideas
about the reality of the Russo-Georgian war
around the world (Chankseliani et al., 2020).
Note that the active use of English in education
and the formation of “agents of influence”
around the world are quite adequate tasks for
Ukraine.
Peculiarities of the Use of Distance Education
in the Context of Armed Aggression:
Ukrainian Experience
We believe that education is a significant part of
a social system plagued by war. The large-scale
Russian invasion of Ukraine in February 2022
demonstrated that it is dangerous to study on a
regular full-time basis (Aladekomo, 2022). In
addition, refugee students who have left Ukraine
can study on distance learning platforms from
their own universities, which is developing
primarily an online distance education system
(Demiray, 2017).
To support Ukrainian students in a difficult
period, the powerful online education platform
“Coursera” gave Ukrainian universities free
access to more than 3,500 courses (Ayoub et al.,
2020). For this reason, many Ukrainian
institutions of higher education were able to use
it based on the digital base of Coursera for
Campus.
Ukrainian authorities, after the full-scale Russian
invasion on February 24, 2022, formed an
expanded network of state digital platforms for
online learning. In particular, based on the
initiative of the Office of the President of
Ukraine and the capabilities of the international
organization UNICEF, several digital resources
for students from Ukrainian universities were
formed (Ministry of Education and Science of
Ukraine, 2022). It should be noted that at that
time was created a free online platform “United
Ukrainian University (UUU)”, promotes the
acquisition of key educational skills and
competencies. United Ukrainian University also
has a special “helpline”.
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In addition, the Ministry of Education and
Science of Ukraine has formed other distance
platforms for the development of education. For
example, the Learning Without Borders system
was formed in common with Ukrainian TV
channels and various online platforms. It is
noteworthy that almost all Ukrainian universities
have switched to distance work since the
beginning of the large-scale invasion. Teachers
teach classes on such remote platforms as Zoom,
Microsoft Teams, Google Meet, etc. (Kem,
2022). Students have been familiar with these
platforms since the beginning of the Covid-19
pandemic when all institutions in Ukraine
(following European practices) switched to
distance education. Since 2022 Canvas Network
online platform forms free courses for
Ukrainians. “Prometheus”, a Ukrainian system of
online learning, organizes events for Ukrainian
students, in addition, provides opportunities for
universities and individually known professors to
publish personal courses and lectures. At the
same time, practical classes, seminars, or lectures
on the Prometheus site are available online. To
optimize the resource, Prometheus also has a
mobile app for iOS and Android systems. At the
same time, the online resource “Iversity” also
provides free training materials for Ukrainian
students. In addition, “Iversity” is engaged in a
variety of interactive lectures and seminars for
students as well as for higher education
institutions in general. Note that Iversity's
working website provides free educational
information on a variety of subjects. Stanford
OpenEdx is another remote platform that
provides learning materials for Ukrainian
students. This resource also provides an
opportunity to attend various online meetings
and participate in video lectures or seminars
organized by Stanford University staff for free.
At the same time, the Ukrainian resource Maidan
Open University is also an educational site that
disseminates knowledge among students on
history, philosophy, defense of the Fatherland,
and civic education (Ministry of Education and
Science of Ukraine, 2022). This resource has 30
free topics for students from Ukraine. Note that
lectures or open seminars are generally taught by
well-known professors or scholars. As a result of
successful completion of the selected course,
Maidan Open University issues an appropriate
certificate.
Media education as a key trend in the
development of higher education in the
realities of modern military aggression.
The experience of the Russian-Ukrainian
confrontation with the mechanisms of
information warfare confirms that in a world
where information reigns, university students
must be able to evaluate and verify it rigorously,
learn what information can be trusted, know
about fake news and ways to protect themselves
from dangerous manipulation. For this reason,
they need to know about media literacy (Herbst
et al, 2022). The information students receive
every day through media and popular social
media shapes their minds. Accordingly, today's
students must acquire skills related to working
with media products. Media education integrated
into higher education will allow students to think
rigorously, learn how to find and verify
information, analyze media messages, and create
such media products themselves.
Turning to media technology in education means
restructuring the entire learning system. It
requires new approaches to teaching and
perception of information, a restructuring of
teaching ethics, and additional attention on the
part of teachers. We believe that the process of
studying these transformations is relevant, which
will allow us to highlight the positive and
negative consequences of such transformations
in the future, to work with them, and, if possible,
to eliminate unnecessary ones. In addition,
experiments with the use of media products will
make it possible to analyze these factors in detail
in practice.
Today, the problem of introducing media
educational technologies in the educational space
is ambiguously covered in the scientific
literature. However, the need to study this topic
is due directly to the reform of the educational
system in Ukraine in the conditions of Russian
aggression. We are talking about updating the
content of education, media informatization of
Ukrainian society, and increasing the importance
of media technologies in the learning process of
a modern person.
Note that in Europe, the media educational
technologies are actively implemented since the
twentieth century, in the Ukrainian studios this
topic is somewhat new. However, today there is
an active analysis of the introduction of media in
the educational process, developing algorithms
for solving certain educational problems using
media technology and generally predicting the
results of the introduction of media in education.
The topic of media educational technologies in
the educational process is particularly popular
among foreign language professionals who,
working with foreign sources, can characterize
the mediatization of education in Europe and
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demonstrate this experience based on Ukrainian
systems.
Let us note that media education is the
integration of the latest technologies in the
educational process based on the use of certain
techniques, which will lead to the
implementation of media literacy in students.
However, the phenomenon of media education is
relatively new for pedagogical science.
UNESCO has played a leading role in the
formation of media education. It is believed that
the concept of media education was first used at
a general meeting of the UNESCO information
sector. However, it is noted that the first
curriculum on media-education was formed by
M. McLuhan in 1959. However, its main use in
the educational process was in the 1960s in
Canada, Great Britain, the USA, Germany, and
France.
Consequently, media education is a direction in
pedagogy aimed at the study of special patterns
of mass informatization. We believe that the
fundamental tasks of media education are: to
form a new generation, ready to exist in modern
information and globalization conditions.
Students must master the means of
communication based on non-verbal means of
communication and through technical means.
We believe that media education meets the needs
of pedagogy in a crisis (military) environment
(Manolea, 2021). At the same time, it also affects
the development of personality, expands the
range of methods and forms of conducting
classes with students in higher education. We
believe that the integrated study of print, film,
television, video, the Internet helps to correct
such significant shortcomings of traditional
education as a one-sided, isolated, isolated type
of learning. In addition, this system of education
assumes a methodology of classes based on the
problem, heuristic, game, and other productive
forms of learning, developing the individuality of
the student, the independence of his thinking. At
the same time, it affects the formation of media
critical skills, influencing students to understand
which sources to trust and which not, which is
extremely important in the context of war (Martz,
2022). At the same time, media education that
combines lecture and hands-on activities
represents a kind of inclusion of students in the
process of media culture production, that is, it
immerses the audience in its own laboratory of
basic media competencies, which is possible both
offline and in the process of integration into
familiar academic subjects.
Note that when a student understands the
influence of media, it helps him or her to actively
use the information field of television, radio,
video, cinema, press, and the Internet not only for
learning but also for their own development. In
addition, it helps him better understand the
language of media culture. Media education
becomes especially important in the context of
globalization. Note that the current state of the
global and information society leads to the
influence of information dangers on all areas of
human activity, society, and country. For this
reason, the use of media education technologies
in higher education is of particular importance.
Conclusions
So, as the experience of the nearest European
countries (Poland and Georgia) has shown,
Ukraine will require, first of all, certain structural
transformations, in particular, emphasis on
foreign language learning at all levels of
education, a flexible system of retraining, and
continuity of educational processes. Separately,
let us emphasize the Georgian experience of
involving students in disseminating truthful
information about the Russian aggression in
2008.
The Ukrainian experience of the functioning of
education against the background of the
confrontation with the aggressor demonstrates
that distance education is of particular
importance at present. The large-scale Russian
invasion of Ukraine has demonstrated that it is
dangerous to conduct education in the usual face-
to-face mode. Consequently, Ukrainian
universities have switched en masse to an online
system. Consequently, refugee students who
have left Ukraine can study on distance learning
platforms from their own universities. This also
develops the potential of educational information
and communication technologies in Ukraine.
Despite this, the Ministry of Education and
Science of Ukraine, with the assistance of
international organizations, has created many
distance learning platforms for the development
of education at all levels.
Despite this, the experience of the Russian-
Ukrainian war on a variety of mechanisms of
information warfare (as well as manipulative-
propagandistic) confirms that university students
must be able to strictly assess and verify
information flows that arrive and circulate in the
communication network every day. At the same
time, it is also important in a military
environment that students should learn how to
recognize what information should be trusted,
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know about fake messages, and key methods of
protection against dangerous information
manipulation. For this reason, we believe that
media education, which demonstrated its
effectiveness in Europe in the late twentieth
century, is particularly important. XX century.
The paper notes that media education meets the
needs of pedagogy in a military environment.
Despite this, the use of influential media-
education technologies also affects the
development of personality in general. Media
education also expands the range of methods and
forms of conducting classes with students in
higher education. Consequently, it affects the
formation of media critical competence, which is
now in demand in the European educational
space. At the same time, the application of media
education also affects the fact that students begin
to understand the mass flow of information,
critically analyze and verify information, which
is very important in war conditions.
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