- Мар'єнко, Майя Володимирівна (orcid.org/0000-0002-8087-962X) (2026) A comparative analysis of educational policies in contexts of crises and armed conflicts: the experiences of Syria, Yemen, Afghanistan and Ukraine Наукові записки. Серія: Педагогічні науки (222). pp. 462-465. ISSN 2415-7988
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Abstract
The article presents the results of a study on the functioning and adaptation of educational systems in the context of armed conflicts and humanitarian crises. It covers a range of issues related to ensuring the continuity of the educational process, which in crisis situations serves not only as an instrument for realizing basic human rights but also as a fundamental factor of national security, preservation of human capital, and support for the psychological resilience of society. The research relies on international frameworks, specifically the INEE standards, UNESCO initiatives on the protection of educational institutions, and UNHCR analytical reports. The research problem lies in the fact that modern armed conflicts have a significant impact on the social infrastructure of states, causing mass destruction of schools, a shortage of funding and pedagogical staff, as well as an increase in the number of internally displaced persons and refugees. The experience of Middle Eastern and Asian countries demonstrates the long-term (and sometimes irreversible) consequences of protracted wars on the education sector. Ukraine is facing a full-scale war, where education management is complicated by constant missile attacks, blackouts, and threats to the lives of students and educators. Despite a substantial base of international reports, there is a significant lack of comprehensive works in scientific discourse that compare the long-term experience of the Middle East and Asia with the challenges and solutions of the Ukrainian educational system. Based on the conducted analysis, three key indicators for evaluating educational policies are identified: ensuring physical and remote access, funding and supporting teachers, and issues of security and psychosocial support. It is proven that in countries with prolonged conflicts (Syria, Yemen) and under conditions of artificial political restrictions on rights (Afghanistan), state institutions lose their ability to independently organize the educational process. An infrastructural and financial collapse is observed, which redirects the primary functions of education provision to international agencies. It has been established that thanks to mass digitalization, the preservation of funding for educators' salaries despite budget deficits, and the development of innovative infrastructure, Ukraine has maintained control over its educational system. It is concluded that the Ukrainian experience of education management during the active phase of the war can serve as a new global benchmark for updating INEE and UNESCO protocols in the field of education in emergencies.
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