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Recibido: 2025-04-04 Aceptado: 2025-05-28
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Educating in wartime: emotional impact and teaching
challenges in humanistic training under armed conflict
Sharata, Nataliia
1
Correo: nataliiasharata@ukr.net
Orcid: https://orcid.org/0009-0006-5157-4057
Poberezhets, Hanna
2
Correo: h.poberezhets@outlook.com
Orcid: https://orcid.org/0009-0008-8201-7872
Berezovska, Tetiana
3
Correo: t-berezovska@hotmail.com
Orcid: https://orcid.org/0009-0007-4875-8442
Kravchenko, Tetiana
4
Correo: t_kravchenko@outlook.com
Orcid: https://orcid.org/0009-0004-9231-226X
DOI: https://doi.org/10.5281/zenodo.15598200
Abstract
The primary objective of this study was to assess how forced conditions,
particularly distance learning, impact the quality of education, students'
emotional well-being, and academic performance. The survey was conducted
between September 2022 and May 2023. The research methodology employed a
mixed approach, incorporating both questionnaires and curriculum analysis.
Teachers were asked about changes in teaching methods, adaptations of
instructional materials, and strategies for supporting students during wartime.
The key findings of the study indicate that the war has significantly disrupted the
educational process, primarily due to technical issues such as power outages and
1
Full Doctor, Vice-Rector, Department of Ukrainian Studies, Mykolaiv National Agrarian University,
Mykolayiv, Ukraine.
2
PhD, Associate Professor at the Department of Ukrainian Studies, Mykolaiv National Agrarian University,
Mykolayiv, Ukraine.
3
PhD, Associate Professor at the Department of Ukrainian Studies, Mykolaiv National Agrarian University,
Mykolayiv, Ukraine.
4
PhD, Associate Professor at the Department of Ukrainian Studies, Mykolaiv National Agrarian University,
Mykolayiv, Ukraine.
Sección: Artículo científico 2025, julio-diciembre, año 5, No. 10, 1916-1962
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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unstable internet connections. These challenges have led to a decline in students'
concentration and motivation. A notable difference was observed in the
responses of male and female students. Female students were more likely to
experience mental exhaustion, as they had to balance academic responsibilities
with other obligations, whereas male students demonstrated greater adaptability
but encountered difficulties related to military service. Teachers also reported an
increased need to modify teaching materials and methods to provide emotional
support for students. Quantitative analysis confirmed that female students
experienced higher levels of stress during distance learning, while male students
faced greater challenges due to their involvement in military service.
Keywords: Martial law, crisis conditions, adaptation of training, emotional state,
critical thinking
Educar en tiempos de guerra: impacto emocional y retos
pedagógicos en la formación humanística en conflicto armado
Resumen
El objetivo principal de este estudio era evaluar cómo las condiciones forzosas,
en particular el aprendizaje a distancia, repercuten en la calidad de la educación,
el bienestar emocional de los estudiantes y el rendimiento académico. La
encuesta se llevó a cabo entre septiembre de 2022 y mayo de 2023. La
metodología de investigación empleó un enfoque mixto, incorporando tanto
cuestionarios como análisis curriculares. Se preguntó a los profesores sobre los
cambios en los métodos de enseñanza, las adaptaciones de los materiales
didácticos y las estrategias para apoyar a los estudiantes en tiempos de guerra.
Las principales conclusiones del estudio indican que la guerra ha perturbado
considerablemente el proceso educativo, debido sobre todo a problemas técnicos
como los cortes de electricidad y la inestabilidad de las conexiones a Internet.
Estos problemas han reducido la concentración y la motivación de los
estudiantes. Se observó una diferencia notable en las respuestas de los alumnos y
las alumnas. Las alumnas eran más propensas a experimentar agotamiento
mental, ya que tenían que compaginar las responsabilidades académicas con
otras obligaciones, mientras que los alumnos demostraban una mayor capacidad
de adaptación, pero se encontraban con dificultades relacionadas con el servicio
militar. Los profesores también informaron de una mayor necesidad de modificar
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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los materiales y métodos de enseñanza para proporcionar apoyo emocional a los
estudiantes. El análisis cuantitativo confirmó que las estudiantes experimentaron
mayores niveles de estrés durante el aprendizaje a distancia, mientras que los
estudiantes varones se enfrentaron a mayores retos debido a su participación en
el servicio militar.
Palabras clave: Ley marcial, condiciones de crisis, adaptación de la formación,
estado emocional, pensamiento crítico.
Introduction
The humanities play a crucial role in developing students’ critical thinking,
cultural awareness, and worldview. However, the experience of the 2022 war in
Ukraine highlights the need to rethink approaches to teaching humanities in
higher education. The war has profoundly affected the social, psychological, and
economic aspects of students’ and teachers’ lives, necessitating adaptations in
the educational process to address these new realities. In this context, research in
humanities education takes on particular significance, as existing educational
models have proven insufficient for effectively educating students in times of
crisis.
Given the circumstances that emerged in Ukraine during the war, the
approach to higher education, particularly in the humanities, requires urgent
revision. The challenges of social instability, evolving modes of learning, and the
psychological impact of stress on both students and teachers make it essential not
only to maintain the quality of education but also to adapt curricula to
contemporary realities.
Key challenges in teaching humanities during wartime include adapting
curricula to new conditions, ensuring the continuity of the educational process,
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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and maintaining high teaching standards. Limited access to resources, declining
student motivation, and the psychological toll of ongoing stress present
significant obstacles that demand innovative solutions. The content of
humanities education requires special attention, as it plays a vital role in
preserving national identity and fostering resilience against information warfare.
In times of conflict, education serves not only as a means of preparing a new
generation of professionals but also as a tool for maintaining social stability,
safeguarding cultural heritage, and upholding the moral values of society
(Buniak, 2024).
Studies, particularly those by Utomo and Wasino (2020), highlight the
significance of liberal arts education in fostering tolerance among students. They
emphasised the crucial role of liberal arts education; however, their study did not
consider the specific challenges posed by wartime conditions, which can
significantly alter the educational context. Lavrysh et al. (2022) examine the
challenges faced by the Ukrainian education system in its transition to a
democratic model, stressing the need to analyse these challenges within the
framework of war. The long-term effects of this transition, alongside the impact
of globalisation on the quality of higher education, remain open questions that
require further investigation. At the same time, Marginson (2022) analysed the
influence of Anglo-American hegemony and methodological globalism on
education systems, highlighting the complex relationship between national and
global interests. He addressed the impact of globalisation on national education
systems, underlining the importance of understanding these processes in the
context of Ukraine. However, further research is needed to assess how these
dynamics affect regional education systems and their autonomy. With regard to
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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the archiving of historical data, Birdsall and Tkaczyk (2019) emphasised the
significance of audio recordings in scholarly research, particularly in preserving
historical audio events. Nonetheless, gaps remain in addressing the technical
limitations associated with accurately preserving and reproducing such data in
modern archives.
In their article, Sula and Hill (2019) examined the early stages of text
analysis development and the advancement of digital learning methods. The
issue of radicalisation in educational institutions is particularly significant in
countries where education has a strong religious component. Ali et al. (2021)
investigated an approach to interfaith literacy in Islamic universities in
Indonesia, aimed at reducing radicalisation by introducing a humanistic
functional approach to religious education. Their research reflects a substantial
shift from doctrinal educational models to the integration of interfaith dialogue
through practical learning, including collaboration with other religious
communities. However, a research gap remains regarding the long-term impact
of such educational approaches on preventing student radicalisation and
promoting social integration in post-conflict communities. Both studies support
the broader theme of adapting educational models during wartime, highlighting
the importance of innovations in teaching alongside the social and cultural
factors that influence educational quality and student well-being. The study
conducted by Zayachuk (2024) focuses on ensuring the quality of education in
Ukraine amid Russian military aggression. It explores efforts to organise online
education, the relocation of educational institutions, partnerships with
international organisations, as well as the role of security and the psychological
well-being of participants in the educational process. Similar challenges are
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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evident in Yemen, where Alawadhi (2024) analysed the impact of war on higher
education based on the experiences of Yemeni scholars. The primary challenges
in Yemen include attacks on teachers, staff shortages, and financial constraints,
all of which significantly affect the quality of education.
Thus, the purpose of this study is to identify the key challenges faced by
students and teachers in humanities disciplines during wartime and to propose
strategies for overcoming them. Several critical issues were addressed: the
psychological state of students and teachers during armed conflict, including
stress, fear, and adaptation to new learning conditions. Technical difficulties
commonly encountered in distance education were analysed in detail, along with
the challenges associated with classroom and blended learning. Currently, all
three modes of learning – distance, classroom, and blended – are utilised in
Ukraine, depending on the specific characteristics of higher education
institutions and curricula. This presents additional challenges, as each mode
requires distinct resources, such as technical support, access to educational
materials, and the facilitation of effective teacher-student interaction.
1. Theoretical overview
In the modern world, increasing attention is being paid to the development
of the humanities in higher education, particularly during times of war. This
includes the implementation of innovative learning approaches that benefit all
students, including those with special educational needs. In this educational
context, the objective is to establish an organisational structure that supports
students effectively. In his work, Marchenko (2023) analysed the challenges
faced by higher education in Ukraine during the war. The primary issues
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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identified were mental and physical overstrain, infrastructural conflicts, and a
significant outflow of students. Despite these difficulties, Ukrainian universities
continued to function through the implementation of distance education.
Kaminskyy (2024) examined the role of e-learning during martial law, focusing
on the Ukrainian experience. He noted that during the war, e-learning became a
crucial tool for ensuring the continuity of the educational process, employing
modern technologies such as interactive modelling and individualised learning.
Tsybuliak et al. (2024) explored inclusion in Ukrainian universities and
found that, although perceptions of inclusive practices vary somewhat depending
on professional roles, most respondents acknowledged the presence of inclusive
education within the broader context of socio-political transformations.
Similarly, Bakhmat et al. (2023) analysed international experiences of e-learning
during pandemics and military conflicts, demonstrating its effectiveness in
countries such as Ukraine, Saudi Arabia, and Syria. Their study confirmed that
while e-learning facilitates access to education during crises, it also presents
challenges in adapting to rapidly changing conditions. Conversely, Dąbrowa
(2024) assessed the significance of interdisciplinary approaches and solidarity in
the educational process, particularly in the context of safeguarding the rights of
individuals with disabilities. The authors emphasised that, even during times of
crisis, it remains essential to uphold inclusivity and protect the rights of
vulnerable groups.
In his article, Marcov (2024) explored the issue of the humanisation of
education. The author highlights the growing trend of dehumanisation, which is
evident in the diminishing emphasis on humanitarian subjects. Kozubtsov (2023)
focused on the challenges faced by the educational process during wartime,
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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particularly the difficulties universities encounter due to infrastructure
destruction. According to the authors, the predictive teaching method, in which
core lectures are delivered before students formally study the topics outlined in
the curriculum, is an effective strategy for maintaining continuous education
during armed conflict. This approach enables students to engage with the
material even when traditional learning opportunities are restricted. Greco (2024)
examined the historical development of the humanities in the United States,
tracing its evolution from the advent of the printed book to the present day. The
author emphasises how the humanities served as the foundation of academic
education in American universities, particularly before the Second World War,
after which the focus began shifting towards scientific disciplines. This study
also analysed the role of the humanities in modern education and its impact on
teachers.
Levchuk et al. (2024) investigated the educational process in Ukrainian
universities during wartime, with a particular emphasis on the regional aspects of
educational service provision. The author underscored the significance of
blended learning as the most effective format for universities located outside
active combat zones. The study also explored the challenges faced by students
and teachers, proposing strategies to sustain educational continuity, including the
use of online platforms and psychological support for students. Murata (2024)
examined the Japanese military programme at Yale University during the Second
World War, analysing its organisation and long-term influence on the post-war
education system in the United States. The author investigated how military
training shaped the education of specialists in the Japanese language and
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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regional studies, ultimately contributing to the development of post-war
academic curricula.
The study conducted by Andrieieva et al. (2024) analysed the impact of
short-term adventure programmes on the psychophysiological state of students
during wartime. The author investigated how participation in such programmes
reduces the risk of stress, anxiety, and post-traumatic stress disorder (PTSD).
The findings confirm the potential of extreme tourism as an effective tool for
mitigating stress-related conditions. The research by Zozulak and Bashuryn
(2023) focused on distance education under martial law. The authors examined
the security aspects of the educational process during the Russian invasion,
highlighting the importance of effectively utilising distance learning
technologies and ensuring the safety of all participants. Their conclusions
underscore the necessity of transparent communication between students and
teachers, as well as the implementation of structured and supportive teaching
methods.
Zhukov and Kotelevets (2024) investigated student engagement in
volunteer activities during wartime, with a particular focus on fundraising
initiatives for Ukrainian military personnel and internally displaced persons. A
volunteer group established at the university contributed to logistics support,
humanitarian relief efforts, and counteracting disinformation. The study by
Sergienko and Chernobai (2024) explored modifications to medical training
programmes during the war. Online learning emerged as one of the few
components of postgraduate training that enabled medical professionals to
continue their professional development under challenging conditions. Labenko
et al. (2023) identified the primary difficulties encountered by students and
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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educators during the learning process, such as power outages, air raid sirens, and
psychological distress. Their study also analysed various teaching methods
employed during the war and proposed potential solutions to these challenges.
The research methods included observations, interviews with teachers and
students, and comparative analysis of responses. The article by Sazanova (2022)
examined the need for educational institutions to adapt to martial law. The
author emphasised the practical experience of police officers as a valuable
component of the educational process, aiding in the development of crisis-
response strategies. This underscores the necessity of adapting and transforming
educational activities to meet the demands of wartime conditions.
The study by Galynska and Bilous (2022) analysed the challenges faced by
higher education institutions, students, and teachers during the war. The authors
found that while distance education presents accessibility challenges, it remains
a viable means of achieving educational goals even in crisis situations. The
article by Levchuk et al. (2024) explored infrastructural and personal challenges
faced by students. The study concluded that blended learning provides the
greatest flexibility in the learning process, making it the optimal format for
education in wartime conditions. Westerlund et al. (2023) examined the
experience of online English teaching in the context of both a pandemic and
wartime conditions. The authors identified key challenges faced by teachers and
students, including a lack of interaction and technical difficulties, which
hindered the effectiveness of online learning. The article by Momot (2022)
investigated the implementation of dual education in Ukraine, which integrates
theoretical and practical learning. The author emphasised the role of stakeholders
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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in the educational process and highlighted the need for educational programmes
to align with the evolving demands of the wartime labour market.
2. Materials and methods
The study was conducted between September 2022 and May 2023 at
Mykolaiv National Agrarian University. A survey methodology was employed to
achieve the research objectives. The survey covered 200 participants, comprising
150 students and 50 humanities teachers. The student sample included 80 female
and 70 male students, while the teacher sample consisted of 35 female and 15
male teachers. The inclusion criterion for participation was prior experience of
studying or teaching at a university under martial law. The study adhered to strict
ethical principles, ensuring voluntary participation, confidentiality, informed
consent, and sensitivity to the emotional state of respondents. All participants
were properly informed about the purpose of the study and the potential
implications of their participation, fostering trust and open communication.
Recognising that respondents might experience stress and emotional distress due
to wartime conditions, the researchers implemented measures to provide support
where necessary. A gender analysis was conducted to identify specific
challenges and needs faced by different gender groups in humanities education
during wartime. The analysis examined how the war affected the educational
process, psychological well-being, and social adaptation of both students and
teachers, with attention to gender-specific experiences.
The study's survey aimed to assess the impact of war on the educational
process and the specific challenges encountered by participants. The emotional
state of students and teachers was examined in detail, particularly their self-
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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assessed psychological condition and the emotional difficulties they experienced.
The Spielberger-Khanina Anxiety Scale was employed to measure respondents'
levels of anxiety and emotional distress. The survey covered a range of key
aspects, including: psychological pressure experienced by students and teachers;
technical difficulties, such as internet disruptions and power outages; adaptation
of teaching methods to wartime conditions; changes in teaching materials to
accommodate the new educational challenges.
Tables were developed for the analysis, presenting the key findings of the
survey. Primarily, data were collected on psychological pressure, decreased
concentration and motivation, and the impact on access to educational resources.
Particular attention was given to gender differences in the perception of the
educational process, providing deeper insights into the specific challenges faced
by male and female participants in the context of war.
The study also examined G. Selye’s theory of stress and adaptation, which
explains the effects of emotional stress on the educational process in crisis
situations, particularly during wartime. Additionally, the theory of social
learning and the theory of social identity were referenced, both of which
highlight the importance of interaction, social support, and the formation of new
social identities in stressful conditions that influence educational practices (Tran,
2023).
The research procedure began with a preparatory stage, during which
questionnaires were designed, forming the foundation for the subsequent
analysis of collected data. Data collection was conducted via Google Forms,
allowing for the participation of respondents from various regions. For
quantitative analysis, data were processed using SPSS software (version 26).
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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Student's t-test and descriptive statistics were employed to identify the key trends
in the impact of war on the educational process.
3. Results
To understand the impact of war on the educational process, it is essential
to consider the theoretical aspects related to crisis situations in the educational
environment. War and conflict create unique conditions that alter educational
practices, learning approaches, and the emotional well-being of participants in
the learning process. According to G. Selye’s classical theory of stress and
adaptation, the study of emotional states in students and teachers during crisis
situations is crucial. Selye defined stress as a state of tension, which can be
physiological or psychological in nature. Emotional stress has a negative impact
on cognitive activity, which in turn complicates the learning process
(Radchenko, 2022).
Stress theory suggests that stressful situations, such as war, have both
physical and psychological consequences, affecting the ability to learn. Teachers
and students may experience high levels of anxiety due to instability, which can
reduce motivation and concentration (Vakulyk, 2025). Therefore, it is essential
to examine the factors that contribute to stress in the educational environment
and explore effective methods for mitigating its effects. Additionally, the
adaptation of curricula and learning materials to crisis conditions must be
analysed to ensure educational continuity.
Modern psychological theories covering the issue of stress and ways to
overcome it consider this phenomenon as a complex interaction between
individual characteristics, external stressors and the social environment. One of
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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the leading theories is Richard Lazarus's cognitive stress theory, which
emphasizes the role of an individual's assessment of a stressful situation.
According to this theory, stress arises not only from external events, but also
from the subjective perception of a threat or excess of human resources to
overcome it. The main mechanism for overcoming stress is coping strategies,
which are divided into problem-oriented (aimed at changing the source of stress)
and emotion-oriented (aimed at regulating the emotional state) (Tkachenko et al.,
2022).
Another important theoretical framework is the theory of self-regulation,
which considers the ability of an individual to control his or her emotions,
thoughts, and behavior as a key condition for overcoming stressful situations.
This theory emphasizes the development of emotional regulation skills, the
ability to focus attention, and flexibility of thinking, which allows for effective
adaptation to change and maintaining psychological balance.
Positive psychology also makes a significant contribution to the study of
stress by offering concepts of resilience and psychological well-being. In
particular, the post-traumatic growth model emphasizes the possibility of
personal development through the experience of traumatic events that change
values, attitudes and interpersonal relationships. In this context, overcoming
stress is seen not only as a reduction of negative consequences, but also as a
process of personal growth and transformation. Another important model is the
biopsychosocial model of stress, which integrates biological, psychological, and
social factors in explaining the development of stress reactions and the choice of
coping strategies. This model emphasizes the complexity of the adaptation
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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process and the need for an interdisciplinary approach to create effective
interventions.
The social learning theory proposes that people learn from one another
through observation, exploration, and behaviour modelling. This process, known
as observational learning, explains various forms of behaviour that other learning
theories do not fully address. The theory emphasises that learning occurs not
only through individual perception but also through interaction with others.
During wartime, there may be a need to modify teaching methods, including the
integration of distance learning technologies, to maintain access to education
while preserving educational quality (Radchenko, 2022).
In addition, it is essential to consider the social and cultural factors that
influence the educational process during wartime. Social identity is a component
of self-concept, based on an individual's awareness of belonging to a particular
social group, accompanied by the emotional significance of this connection
(Murtezaj et al., 2024). Social identity theories suggest that collective
experiences, such as war, can foster the formation of new social identities, which
in turn shape educational practices. Social support and interaction among
participants in the educational process are key factors in maintaining
psychological well-being under stressful conditions (Kaplánová, 2017). These
theoretical foundations provide a basis for further analysis of data on the impact
of war on the study of humanities in higher education institutions. In this
context, teachers must adapt their teaching methods to create a more supportive
learning environment for students experiencing stress and anxiety. It is
particularly important to examine the current state of higher education,
specifically the learning conditions introduced and how they were restructured as
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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a result of the war. Many educational institutions were compelled to rapidly
transition to distance learning formats due to security threats posed by military
conflict (Apakhayev et al., 2024).
This transition presented new challenges for teachers and university
administrations in organising the educational process. Educators modified
curricula and teaching methods, incorporating tools such as online lectures,
webinars, and interactive platforms to ensure uninterrupted access to educational
materials and provide academic and emotional support to students during
wartime.
However, distance learning has several drawbacks. Students frequently
encounter technical difficulties, such as unstable internet connections, inadequate
hardware, and limited access to essential resources (Khoda et al., 2024). These
challenges can negatively impact the quality of education, preventing students
from fully utilising the opportunities provided by distance learning. Therefore, it
is crucial for higher education institutions to develop strategies to address these
issues and provide appropriate support to students. Internet and power outages
have significantly disrupted the learning process, depriving many students of
access to learning materials and resources (Dudar et al., 2025). This underscores
the need for the technological adaptation of educational processes, particularly
the development of new strategies to ensure the continuity of education in
unstable situations.
Stress, emotional reactions, and resilience mechanisms in wartime are
among the most important aspects of psychological research that have a direct
impact on individual and collective human functioning in crisis situations. War
creates conditions of significant psycho-emotional stress that threaten not only
Clío. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
ISSN: 2660-9037 / Provincia de Pontevedra - España
Sharata, Nataliia
Poberezhets, Hanna
Berezovska, Tetiana
Kravchenko, Tetiana
Educating in wartime: emotional impact and
teaching challenges in humanistic training
under armed conflict
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Año 5, No. 10, julio-diciembre, 2025
Página 1932
physical health but also psychological stability, which directly affects the ability
of an individual to adapt to changes and maintain efficiency in everyday
activities, including study and work (Oliinyk et al., 2025).
Stress in wartime is complex and occurs as a result of a constant threat to
life, loss of loved ones, destruction of social structures, and uncertainty about the
future (Efremov, 2025). According to the classical stress theory of Hans Selye,
stress is the body's reaction to any stimulus that disrupts its homeostasis, and in
the psychological context it manifests itself as tension, anxiety, fear and
emotional disturbance. War conditions intensify these reactions, provoking
chronic tension that negatively affects cognitive functions, including attention,
memory, and decision-making. Constant stress causes a decrease in motivation
and disruption of learning activities, which is particularly acute for students and
educators (Duanaeva et al., 2023).
Emotional reactions to military events include a wide range of experiences:
from fear and anxiety to anger, sadness, despair, and even apathy. These
reactions are a natural response of the psyche to traumatic experience,
accompanied by a disruption of the normal functioning of the emotional sphere.
Young people who are at the stage of psychological development and personality
formation are particularly vulnerable. Military conflicts lead to emotional
burnout, expressed in chronic fatigue, decreased interest in learning and social
interaction, which negatively affects their overall life (Lewinski, 2016).
Resilience mechanisms act as a counterweight to the negative psycho-
emotional effects of war. Resilience is understood as an individual's ability to
effectively withstand stressors, adapt to change, and maintain mental health in
difficult circumstances. It is formed under the influence of both internal