DANGERS DURING THE EDUCATIONAL PROCESS UNDER MARTIAL LAW

Abstract

The escalation of armed aggression and the introduction of martial law in Ukraine have caused a radical transformation of all links of the social system, among which the medical and educational sectors have experienced a particularly critical load. The need to maintain the effectiveness of the educational process against the background of immediate danger, limited access to physical material and technical resources, a shortage of human resources and systemic psycho-emotional pressure has led to an urgent need to review existing didactic approaches. It is noted that during this period there was a forced but intensive updating of flexible learning trajectories based on the widespread introduction of distance and blended technologies. The problems that arise during the organization of the educational process in medical education institutions under martial law are outlined: ensuring the physical and psychological safety of all participants in the educational process, personnel shortage, technical and organizational barriers to distance learning, the crisis of practical training and psychoemotional overload, which are systemic in nature and require comprehensive understanding. The purpose of the article is to analyze the features of the organization of the educational process in martial law and develop measures to improve the professional training of medical specialists. According to the results of the study, the following promising areas for solving the identified problems were proposed: psychological support and preservation of the student contingent and the human resources potential of educational institutions, development and implementation of methodological support for distance, blended and hybrid learning and the use of modern online platforms, development and application of simulation technologies, constant monitoring with subsequent adaptation of the educational process. It is noted that martial law not only revealed systemic vulnerabilities of medical education, but also stimulated an active search for innovative solutions aimed at preserving the quality of training of healthcare professionals in extreme conditions. A comprehensive analysis of these problems and established practices is extremely relevant for further research on the development of the educational system in conditions of a protracted crisis and post-war recovery.