E-LEARNІNG AS A TOOL TO ENSURE THE QUALІTY OF EDUCATІON ІN THE CONTEXT OF MARTІAL LAW

Abstract

The article analyzes the role of e-learning in ensuring the quality of higher education in Ukraine under martial law. The study focuses on the adaptation of digital technologies tested during the COVID-19 pandemic to the challenges of the armed conflict, in particular through the introduction of hybrid models, local offline solutions, and improved communication tools. The objective of the study is to evaluate the benefits, constraints, and practical mechanisms for optimizing e-Learning to ensure the continuity of the educational process in crisis conditions.

A comparative analysis of data, surveys of teachers and students, and an assessment of digital platforms was conducted, revealing that e-Learning offers flexibility and accessibility in education, particularly for students in combat zones. However, the implementation of e-Learning is hindered by several factors. These include technical challenges, such as unstable Internet connectivity and a lack of equipment, communication barriers that limit interaction among participants in the learning process, and motivational difficulties that result in emotional burnout among students and teachers. The authors observe that the experience of the pandemic has become the foundation for a rapid transition to distance learning; however, the military context necessitates unique solutions, such as cloud storage, offline libraries, and psychological support.

The article meticulously delineates the phases of e-Learning evolution, encompassing the transition from crisis response to the establishment of sustainable hybrid systems that amalgamate synchronous and asynchronous methodologies. The text devotes particular attention to tools such as learning management systems (LMS), interactive services for student engagement, analytical systems for monitoring progress, and technical solutions for regions with limited Internet access.

The conclusions emphasize the necessity of a systematic approach that integrates technological and socio-pedagogical aspects, including the adaptation of curricula and the provision of psychological support for participants in the educational process. Recommendations are put forth for the preparation of teachers to function in crisis situations, the enhancement of curricula, and the augmentation of government support for digital infrastructure. The authors underscore that the effective overcoming of these challenges is contingent upon the cooperation of the academic community, government institutions, and international partners.