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Abstract
This study compares the educational challenges faced by teachers in Ukraine between 2022 and 2024, with a particular focus on the deterioration of student learning outcomes, lack of student motivation, and the ongoing influence of the war. In 2022, an open-ended survey was administered to 86 practising teachers, revealing key difficulties such as adapting teaching methods for distance learning, deteriorating student outcomes, large class sizes, motivational challenges, and managing students' social and emotional issues. These challenges were largely attributed to limited resources and the disruptive impact of the war rather than deficiencies in teachers' abilities.
To assess how these issues have evolved, the same survey was redistributed in 2024 to a comparable group of educators. The data were qualitatively analyzed to identify recurring and emerging themes, allowing for a direct comparison of the educational landscape across the two years. The study found that while some challenges persisted, the war’s ongoing influence exacerbated issues like declining student performance and motivation, as well as the stress on both students and teachers.
The findings underscore the need for increased teacher involvement in national decision-making processes, particularly in the context of a protracted conflict, and highlight the ongoing struggle to balance educational quality with limited resources and external pressures. By comparing the experiences of teachers over these two years, this study provides valuable insights into the evolving needs of educators in Ukraine and offers recommendations for future policy and practice.
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