Volume 12 - Issue 61
/ January 2023
287
http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2023.61.01.29
How to Cite:
Anishchenko, V., Vdovenko, I., Tretyak, O., Chebonenko, S., & Prytulyk, N. (2023). Full-scale military invasion of the Russian
Federation of Ukraine as a factor of social transformations in higher education. Amazonia Investiga, 12(61), 287-296.
https://doi.org/10.34069/AI/2023.61.01.29
Full-scale military invasion of the Russian Federation of Ukraine as a
factor of social transformations in higher education
Full-Scale Military Invasion of the Russian Federation of Ukraine as a Factor of Social
Transformations in Higher Education
Received: January 29, 2023 Accepted: February 28, 2023
Written by:
Viktoriia Anishchenko122
https://orcid.org/0000-0002-5062-3789
Іhor Vdovenko123
https://orcid.org/0000-0001-9047-7213
Olena Tretyak124
https://orcid.org/0000-0001-6124-2597
Stanislav Chebonenko125
https://orcid.org/0000-0002-5049-6556
Nataliia Prytulyk126
https://orcid.org/0000-0001-9741-4717
Abstract
The aim of the research is to study social
transformations in the field of higher education
under the impact of the factor of military
invasion. Methods: The method of expert
evaluations; Testing and questionnaire survey
using the following methods: Life Stressor
Checklist–Revised (LSC-R), Organizational
Culture Assessment Instrument (OCAI).
Analysis of statistics was carried out using t-
Student, φ-Fisher tests; multidimensional
methods of data analysis (regression, factor,
correlation). The results: The study showed that
the average indicator for the sample is in the
range of high values (M = 518 ± 604). In general,
neuro-psychological tension (NT) in the
aggregate sample is in the medium range
(M=58.4±7.32). The results demonstrate a
typologically pronounced level of trust as a
psychological phenomenon among students in
the wartime (Trust Index: M=98.3±5.27).
Conclusions: The results of the study showed a
significant impact of the hostilities on the social
122
Doctor of Pedagogical Sciences, Professor, Department of Pedagogy and Humanitarian Disciplines, Academy of the State
Penitentiary Service, Chernihiv, Ukraine.
123
Doctor of Pedagogical Sciences, Professor, Department of Pedagogy and Humanitarian Disciplines, Academy of the State
Penitentiary Service, Chernihiv, Ukraine.
124
Doctor of Pedagogical Sciences, Professor, Department of Pedagogy and Methods of Teaching History and Social Disciplines,
T.H. Shevchenko National University “Chernihiv Colehium”, Chernihiv, Ukraine.
125
PhD in Pedagogy, Associate Professor, Department of Pedagogy and Humanities, Academy of the State Penitentiary Service,
Chernihiv, Ukraine.
126
PhD in Pedagogy, Associate Professor, Department of Preschool and Primary Education, T.H. Shevchenko National University
“Chernihiv Colehium”, Chernihiv, Ukraine.
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transformations of the educational sector. This is
due to changes in organizational needs and
psychological stress. Prospects: Further research
should be aimed at studying the driving forces of
social transformation in the wartime. It is also
necessary to develop a methodological
framework for monitoring and evaluating such
changes.
Keywords: Russian aggression, innovative
education, psychological state, psychology of
stress, academic performance.
Introduction
Relevance. The full-scale invasion of the Russian
federation of Ukraine on February 24, 2022
changed the fate of not only millions of
Ukrainians, but also the system of social
relations. Social transformations of higher
education in the wartime are aimed at creating an
effective environment for the functioning of
higher education as a socially important
institution (Davydenko & Volkov, 2022). The
research focus in this work is studying the
transformations of social relations between the
participants of the educational process. This
work is designed to study the main trends of such
transformations (Trubavina et al., 2022).
The term “transformation” means quantitative
changes and qualitative transformations that are
caused by the complex interaction of external and
internal development factors. The substance of
social transformation is the emergence of a new
quality of interpersonal relations (Unceta et al.,
2021).
Social transformations cover various spheres of
the life of society. Society adapts to
environmental changes in the course of social
transformations through the creation of
programmes, projects, goals, technologies,
resolution of contradictions, etc. (Ziegler, 2018).
It should be noted that the analysis and
identification of general principles and properties
of social transformations allows for a more
detailed study of the socio-historical
development of society. Therefore,
transformation is not just a change in the content
and functions of a certain sphere of society, but
also a condition for optimizing the changes
themselves (Robertson & Nestore, 2022). The
development of a new communicative space
provides an opportunity to improve the
functioning of higher education institutions
(HEIs) in view of the threat to the lives of
participants in the educational process (Ma &
Wright, 2022).
The virtualization of social space is a form of
radical transformation of the educational sector
during active hostilities. Virtualization is
supposed to mean a set of processes noticeable at
all levels of the social world, which are based on
the creation on top of or instead of material
reality (Lavrysh et al., 2022). The main task of
modern higher education is to determine and
create the necessary learning conditions that
contribute to revealing opportunities and
enhancing students’ learning (López & Bernal,
2019).
Unexplored issues. As there has been no military
conflict of this scale on the territory of modern
Europe for a considerable time, a number of
issues remain unexplored. The problem of
organizing the educational process during
hostilities and the resulting social
transformations remains an important
unexplored issue.
The aim of the research is to study the impact of
the hostilities on social transformations in the
field of higher education in Ukraine.
Objectives/questions
1. Examine the psychological state of
respondents for anxiety.
2. Explore the psychological climate within
groups of respondents for signs of social
transformations.
Literature Review
Current philosophical and psychological
literature provides numerous classifications of
spheres (spaces) of an individual’s vital activity.
They meet the general needs of a person and
manifest themselves in almost all people without
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exception. A person simultaneously enters many
such spheres (spaces) throughout life. Their
influence on personality development undergoes
significant changes. A particular sphere (or
spheres) of life becomes leading, dominant for a
person in certain periods of his/her life, having
the greatest influence on the process of his/her
development. Others become only a background
for development. Camarena (2022) studies the
sphere of students’ life. The author focuses on the
social transformation of the student sphere of
activity in the wartime conditions.
Sysoieva (2022) considered the issues of social
transformations during the hostilities. The author
analysed the reaction of Polish scientists to the
war of the Russian Federation against Ukraine.
The author cites forecasts, expectations and
concerns of Polish colleagues regarding the
functioning of various spheres of social and
political life, including education. The author
surveyed numerous works of Polish researchers
on this issue.
The work of Schulten et al., (2022) is important
for this study. Today, maintaining a sufficient
level of students’ academic performance during
the war has become an important challenge for
pedagogical science. According to the authors of
the article, this problem is caused not only by the
stressful factor and a disturbed integrity of the
educational process, but also by the lack of an
appropriate methodological framework. The
authors insist on significant differences in the
organization of training during martial law
compared to the organization of educational
institutions in any other critical conditions.
For this study, it is necessary to reveal the
substance of the concept of “pedagogical
conditions”. The works of Trubavina et al.,
(2020) and Enriquez Layos (2022) summarize
the works of modern researchers on the problem
of developing pedagogical conditions at this
stage. The authors of both works define the
studied concept as a set of possibilities of the
educational, as well as the material and spatial
environment, the use of which increases the
effectiveness of the pedagogical process as a
whole. From the author’s point of view,
pedagogic conditions in the above studies are
interpreted as a set of necessary methods,
organizational forms, and material capabilities.
They contribute to increasing the effectiveness of
professional training, the formation of
professional competence in the course of
learning to a certain extent.
Schröder and Krüger (2019) study the problems
of professional training in general. The authors
note that there is no clear definition of the term
“professional training”. As a summary of the
above-mentioned researchers, “professional
training” is defined as a set of components aimed
at the development of a specialist’s personality in
the chosen professional field.
Hwang et al., (2020) explored academic mobility
in their work, that is, the right and real
opportunity of students to get an education in
different parts of the world educational space
according to their own interests and educational
needs. It also depends on the opportunities for
obtaining education in the homeland and on the
need of the economy and social sphere of their
countries for personnel of a certain profession,
which has always existed. According to the
authors, academic mobility has been actively
implemented in recent decades, in particular in
the course of the Bologna process. In times of
globalization, it becomes the most important
factor in the improvement of the entire world
educational space, which is covered by Al-Haija
and Mahamid (2021).
Gordon et al., (2017) study occupational
adaptation. Being involved in the working
process, a person usually does not do it in
isolation from other people, becoming part of a
specific professional community, a professional
society. The authors note that almost any labour
is joint in content and form in a society. Most
professional tasks that a person fulfils require
collective efforts. Ekici (2021) stated that in the
study. This thesis acquires is especially relevant
in the current context, when the complexity of
professional tasks is rapidly and steadily
increasing.
Methods
Research design
The research was conducted in several stages.
Table 1 presents the research stages, their
description and time limits.
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Table 1.
Research stages
No.
Name of the
stage
Time limits
Description
1.
Programming
March – September 2022
Determining the general population of the sample.
Determining the aim and objectives of the research.
Selection of research methods and tools.
2
Information
September – June 2022
Distribution of respondents into control and
experimental groups. Study of the general level of
stress tolerance in respondents using the Life
Stressor Checklist–Revised (LSC-R) test. The
Organizational Culture Assessment Instrument
(OCAI) test was used to examine the respondents’
organizational culture profiles. The method of expert
evaluations on the respondents’ academic
performance was applied. Statistical processing of
research results.
3
Analytical
June – September 2022
Results processing. Summarizing research results.
Source: created by the authors
Sampling
The experimental work was carried out at the
National Pedagogical Dragomanov University
(Kyiv). The study involved 120 students and 60
teachers (80 women and 100 men) from different
university departments. Temporary displacement
in connection with active hostilities was the
criterion for selecting participants. Such a sample
enables covering a sufficient number of
respondents to ensure a high level of validity of
the obtained results. The expert group consisted
of 20 employees of the Department of General
Pedagogy.
Data collection
1. The method of expert evaluations was used
in the research. It enabled to objectively and
impartially assess the impact of the war
factor on the students’ academic
performance and anxiety level.
2. Testing and the questionnaire survey were
used in the research. The Life Stressor
Checklist–Revised (LSC-R) technique
(McLean, 1979) helps measure respondents’
general level of stress tolerance. Two scales
were analysed when interpreting the results
in accordance with the objectives of the
study, that showed how stressful the factor
of active hostilities is. The high severity of
the stressogenic impact of war is determined
by the maximum score of 20 points.
Accordingly, the limits (ranges) of the levels
were determined: from 20 to 10 points - highly
stressful; from 9 to 7 points - medium; from 6 to
1 point - low. The Cronbach’s alpha coefficient
for this technique is 0.71.
The Test Methodology For Assessing The Level
Of Trust In An Organization (Shaw, 1997)
provides insight into the existing and preferred
profile of organizational culture, which is based
on four competing values. Flexibility and
discreteness are separated from stability and
control; as well as external focus and integration
is contrasted with external focus and
differentiation. The Cronbach’s alpha coefficient
for this technique is 0.76.
The questionnaire consists of six items that
reflect important aspects of the organization
(characteristics of the organization as a whole;
general leadership style in the organization; HR
management; the connecting essence of the
organization; strategic goals; success criteria).
Each item includes four statements characteristic
of a certain type of culture, between which 100
points must be distributed. The respondent
evaluates the existing OK and the desired one.
The aspects that need to be changed for the most
efficient operation of the organization are
determined.
Data analysis
The array of variables obtained in the course of
psychodiagnostic procedures was subjected to
statistical processing. Parametric and non-
parametric methods of comparison according to
the t-Student, φ-Fisher tests; multidimensional
methods of data analysis (regression, factor,
correlation) were applied: The Cronbach’s alpha
reliability coefficient indicates the internal
consistency of the test items. The Cronbach’s
alpha coefficient is calculated by the formula:
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 󰇛


󰇜 (1)
where
– total test score variance;
– variance of і.
Tools
Data processing was performed using SPSS-20.
Calculation results are presented in relative
values (%).
Ethical criterion
All research methods comply with academic
principles of professionalism, integrity,
verifiability, absence of contradictions, respect
for general human rights and freedoms. All
respondents and experts gave informed consent
to personal data processing and publication of
research results. The work of experts is based on
the principles of respect for the individual,
scientific knowledge, impartiality and non-bias.
Tools and techniques have been tested for
reliability and validity.
Results
The McLean scale was applied to determine the
level of emotional tension of an individual
involved in organizational processes. The study
showed that, as a whole, the average indicator for
the sample is in the range of high values (M =
518 ± 604), that is, there are systemic stressors of
maladaptive influence among the respondents
(Table 2).
Table 2.
Indicators of measured organizational stress in general for the total sample and differentiated by subgroups
(students, teachers)
Students (%)
Teachers (%)
General indicators of stress
High
55
34
Medium
45
66
Low
-
-
М±σ
51.8±6.04
52.0±4.04
Acceptance of Other People’s
Values Scale
High
55
45
Medium
34
34
Low
11
11
М±σ
51.8±6.45
51.7±6.10
Activity and Productivity Scale
High
40
22
Medium
37
70
Low
13
8
М±σ
50.8±5.54
51.4±5.99
Source: calculated by the authors
The analysis, differentiated by the stress severity
levels, showed that the majority demonstrated
Type “A” behaviour (more than 50 total points),
that is, a high stress level. Stress tolerance (Type
“B” behaviour - less than 39 points) was not
found. A third of the surveyed showed Type
“AB” behaviour (40-49 points), which is
characterized by a medium level of susceptibility
to various stress syndromes, including the risk of
professional burnout. A comparison of groups of
students and teachers showed that teachers are
most susceptible to the influence of
organizational stress factors - almost two thirds,
which is significantly (р≤0.05 at φ*=1.62) higher
than among students.
According to the Acceptance of Other People’s
Values, the average score was 8.8 (σ=2.06),
which corresponds to the range of the medium
level. However, more than a third of the
respondents had indicators in the range from 20
to 10 points, that is, the lack of empathy for
others has a significant impact on their
experience of stress. Almost half of the
respondents feel the medium level of
stressfulness of this factor. This is characterized
by developed abilities of tolerant attitude towards
each other’s values from organizational
interaction. Teachers are most susceptible to the
impact of this factor. If there are no differences
in the indicators of the comparison of high-level
severity shares in the “teachers” – “students”
subgroups, they are obvious in the medium-level
stress severity shares. The share of such persons
is much higher in the group of teachers than in
the group of students (with φ*=1.65 p≤0.05).
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There were 15% of students willing to accept
each other’s values, to show tolerance for other
opinions and views, while only a few
respondents among teachers showed this ability
(with φ*=2.06 p≤0.02). In average group values,
the indicator is in the range of a high level
(M=11.7±2.25), and there are no differences in
the groups of students and teachers (M=11.6 and
11.8, respectively). If the content of indicators
that determine the essence of this stress factor is
considered, it can be stated that most respondents
show a high level of psycho-emotional stress.
Respondents are worried about keeping their job
or place of study. It is noted that a high level of
stress according to the Activity and Productivity
Factor reliably prevails in the group of teachers
(φ*=1.63; p≤0.05).
In general, neuro-psychological tension (NT) in
the total sample is in the range of a medium level
(M=58.4±7.32). A comparison of data on the
distribution of measured indicators in groups of
respondents differentiated by the “teacher” –
“student” categories shows that teachers (45%)
and men (35%) feel excessive stress the most
(Table 3).
Table 3.
Indicators of the level of neuro-psychological tension in the surveyed groups
Groups
М±σ
NEURO-PSYCHOLOGICAL TENSION LEVELS
Excessive
Moderate
Weak
TOTAL FOR THE SAMPLE
All (N)
58.4±7.32
24
55
21
Students
52.6±6.18
18
60
22
Teachers
64.2±8.48
45
39
16
Difference
t=2.09; р <.05
φ*=2.35; р≤.008
φ*=1.67; р≤.04
-
Men
65.4±8.24
35
57
8
Women
51.4±6.41
20
54
26
Difference
t=4.11;р<.001
φ*=1.57; р≤.05
-
φ*=1.64; р≤.05
Source: tabled by the authors
A quarter of the surveyed women experience
weak MS, which can be noted as a differentiating
feature by gender (p ≤0.05 at φ*=1.64). Moderate
MS was found in more than half of the
respondents (54.8%), and this condition is
significantly more pronounced among students
(compared to the group of teachers: p ≤ 0.04 at
φ* = 1.68). Only a fifth of the respondents
showed insignificant, weak MS.
We also used an integral indicator - the Trust
Index (TI) to obtain focused data on the state of
interpersonal trust in the surveyed groups. It was
defined as the sum of values on four scales. The
obtained results give grounds to talk about a
typologically pronounced moderate level of
mutual trust as a psychological phenomenon
among students in the wartime (Trust Index:
M=98.3±5.27). In the percentages of
expressiveness of the levels, the given average
indicator is formed by: 4% of the values that are
in the range of a high level; 81% – in the range
of the moderate level; 15% – in the range of low
values (Table 4).
Table 4.
Indicators of expressiveness of organizational trust in general by sample
Indicators
Trust parameters
Trust Index
Trust
Consistency
Effectiveness
Care
М±σ
29.2±5.39
28.3±9.00
27.6±6.44
18.2±7.12
98.3±5.27
Levels (%)
Low
8
44
15
65
4
Moderate
37
19
40
26
81
High
66
37
45
9
15
In terms of differentiation by the parameters that
make up the integral indicator of trust, it is noted
that the first parameter has the most pronounced
high level. It is defined as true trust ("Trust"):
with an average indicator for the group of
29.2±5.39, a high level was found by 66% of
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respondents. Less than 10% of respondents have
low values. People’s performance of their duties
and obligations, defined by the concept of Shaw
(1997) as “Performance”, ranks second
(M=27.6±6.44) in terms of severity. Its high level
is typical for almost half of the respondents, and
low indicators are pronounced only in less than
one fifth of the respondents. Interpersonal trust is
the least pronounced in terms of the “Care”
imperative. More than half of the respondents
believe that organizations pay little attention to
people’s well-being and their needs. The average
score on this scale is in the range of low values
(M=18.2±7.12). Less than one-tenth of the
respondents had high indicators, while a quarter
— moderate level. The analysis showed that
dissatisfaction with interpersonal relations and
the psychological climate in teams, determined
by the indicators of the socio-psychological
module in the space of organizational problems,
is negatively related to the Trust Index
(r=-0.216), the true trust imperative (r = 0.334).
The expert group noted a drop in the academic
performance level. The experts agree that the
stressful factors of war have a significant impact
on academic performance.
Discussion
In addition to the stressogenic factor, the armed
aggression causes an urgent need for social
modernization of society. Eichler and Schwarz
(2019) discusses this need in their work. Kurepin
(2022) considers war from the point of view of
the main factor inhibiting the development of
society. Despite this, one cannot but agree with
the statement that the extraordinary conditions of
war encourage the search for creative answers to
complex issues of social development.
An individual’s ability to successfully resist
stress is one of the essential manifestations of
developed psychological resources, systemic
determination, and authenticity. The authors of
such works as Galego et al., (2022) and
Moreno-Guerrero et al., (2021) point to the need
for an internal resource to carry out social
transformations. In this regard, the analysis of the
specifics of experiencing and overcoming stress
by the subjects of different organizational
processes can be considered as an actual
direction of research in modern psychology and
pedagogy. Psychological resources formed and
developed to counteract the destructive impact of
stress are an essential element of personal
competence, which provides, together with other
psychological and professional competences, a
set of conditions for social transformations of
society. Instead, the authors Giuri et al., (2019)
and Monteiro et al., (2021) provide the findings
that confirm the destructive power of the
stressogenic factor. The authors of the former
and latter studies note that the development of
social transformations is possible only under
favourable political and economic conditions. It
should only be noted that there was no relevant
experience of analysing social transformations in
a large European country during the war until
these days. This can largely cast doubt on
previously obtained research results.
The educational process is currently
characterized by increased stress reactions and
neuro-psychological tension. This marks an
insufficient ability to communicate, to accept
other people’s values, to adequately assess the
situation without harming one’s health and work
capacity. Jurado et al., (2020) describe these
factors in their study. Pronounced stressogenic
influence provides poorly developed
opportunities to accept other people’s values,
anxiety about keeping one’s job, low satisfaction
with it. The authors established a positive
relationship between neuro-psychological
tension and organizational stress. According to
the authors, this indicates that stress is systemic
in nature, affecting neuro-psychological,
personal-psychological regulators of behaviour.
Gordon et al., (2017) describe the great negative
role of stress for academic performance.
It should be noted that academic performance,
together with the level of cohesion for this study,
are markers of social transformations in the
educational sector. That is why studying stress
became an important task for this work.
Nazarenko et al., (2022) and Shelever et al.,
(2022) studied the development of education in
Ukraine in the course of hostilities. The authors
focused on the main driving factors of the
development of education in new realities. The
authors of the second paper see the development
of distance education as a mechanism for
overcoming the existing crisis.
The theoretical significance of the study is
coverage of the issue of social transformation of
the educational sector from a new perspective. It
is currently important to talk about the
mechanisms and methods of studying such
transformations during the acute phase of the
war. The reliability and soundness of the research
results are ensured by the clarity of the original
methodological foundations for the study of the
communicative competence of the individual.
The mechanisms of social transformations in the
higher education are theoretically substantiated.
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The combination of theoretical and empirical
concepts of the study of social transformations
corresponds to the aim, objectives and logic of
the study. The practical significance is the
demonstration of the methodology of the study of
social transformations through the study of team
cohesion and the study of stress resistance of
participants in the educational process.
The main limitations were both organizational
and instrumental in nature. There are no direct
indicators for monitoring the social
transformation of both society as a whole and its
individual areas. The following
recommendations can be offered regarding the
adaptation of the educational process in the
wartime based on the obtained data and the aim
of the study. First of all, it is necessary to
implement advanced pedagogical technologies
proved by the world experience as the most
effective in order to accelerate the social
transformation of higher education. The status of
remote education during hostilities should be
enshrined at the legislative level and
methodological recommendations for its use
should be developed. It is necessary to work out
the experience of distance education of the past
years and develop methodological
recommendations for establishing the process of
adaptation and socialization of students during
their studies.
Conclusions
The relevance of the study is determined by the
need to study social transformations in the field
of higher education in the context of a full-scale
military invasion. Special focus in the study was
made on the issue of the transformation of
relations between the participants of the
educational process as a direct indicator of the
social transformation of higher education.
Conclusions based on the obtained results. The
armed aggression of the Russian Federation
against Ukraine in the eyes of the entire civilized
world looks like a barbaric act not against a
single country, but against the entire civilization.
Such a treacherous act of cruelty affects the
process of social transformations in all areas of
the country’s life, including higher education.
The active phase of the war caused tectonic
movements inside of societies and changed its
axiological orientations. Therefore, the
participants of the educational process in higher
education became more hardened in overcoming
the psychological and organizational crisis.
Students, as well as teachers, are united by a
single goal: establishing a normal life in times of
war. Applications. The obtained results will be of
interest to representatives of public authorities,
civil society, managers of educational
institutions and all those who are interested in
qualitative changes in the field of education. First
of all, the results of this research may be of
interest to direct participants in the educational
process — students and teachers of higher
educational institutions. Prospects for further
research. Further research should focus on the
study of favourable conditions for social
transformations of higher education. It is also
necessary to develop a methodical framework for
monitoring such transformations in real time.
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