PEDAGOGICAL CONDITIONS FOR EFFECTIVE SUPPORT OF VETERANS IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE
DOI:
https://doi.org/10.32782/2412-9208-2026-3-9-19Keywords:
veterans, pedagogical support, higher education institutions, pedagogical conditions, educational environment, individual educational trajectory, academic supportAbstract
The article substantiates the pedagogical conditions for effective support of veterans in higher education institutions of Ukraine. The relevance of the study is determined by the growing social significance of veteran issues in the context of the Russian-Ukrainian war, as well as by veterans’ need to obtain or continue higher education, change professional trajectories, adapt academically and become included in the educational environment of universities. The purpose of the article is to define and theoretically substantiate a set of pedagogical conditions that ensure systematic, person-oriented and effective support for veterans in higher education institutions. The study uses the methods of theoretical analysis, systematization, generalization, comparative pedagogical interpretation, structural and functional modeling, and interpretation of normative and scientific sources. It is established that pedagogical support for veterans cannot be reduced only to social assistance, psychological support or administrative counseling. Within pedagogical science, it should be considered as an integral system of educational interaction that combines organizational, educational-content, communicative, value-motivational, environmental, and reflective-analytical components. The following pedagogical conditions for effective support of veterans are identified: institutional consolidation of veteran support in the policies of the educational institution; readiness of academic staff for subject-subject interaction; individualization of the educational trajectory; creation of a safe and nondiscriminatory educational environment; coordination of educational, psychological, social and career support; continuous monitoring of veterans’ needs and correction of support practices. The practical significance of the article lies in the fact that the proposed pedagogical conditions can be used for the further development of a model of veteran support in the higher education system of Ukraine
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