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The article presents the issue and features of the innovative approach to the organization of the educational process in Ukrainian educational institutions in martial law. The following research methods were used: the analytical method, surveys, and qualitative and quantitative analysis of empirical data. The author’s understanding of innovative approaches, technology tools of teaching, innovative pedagogical activity, innovative culture, and teachers’ competence is characterized. Considerable attention is paid to the technologies of personality-oriented training and pedagogy of partnership. The experience of organizing distance learning for Ukrainian students in wartime, including the creation of special educational projects: online lessons, video lessons on YouTube and national television; International Ukrainian School (for temporarily displaced persons), All-Ukrainian Online School with the support of the Ministry of Education and Science of Ukraine. Emphasis is placed on the innovative potential of digital education to improve teaching/learning methods in various types of educational institutions, as well teachers’ different skills and ability to respond to societal challenges of technology, socio-economic and military-political situation in the country. The results of an empirical study covering 146 teachers and lecturers of educational institutions in Ukraine are presented. The effectiveness of digital education has been proved, as well as the necessity to improve organizational and methodological tools, forms of work of teachers and students to develop critical thinking, skills of dialogic learning, project work in a team, inquiry-based learning, etc. The necessity to use the latest digital tools to realize the creative potential of teachers in their professional activities is emphasized.

The new system of educational programs’ accreditation and the establishment of the National Agency for Higher Education Quality Assurance (NAQA) as an independent regulator has led to the demand for professional experts who can evaluate the educational programs of universities at a qualitatively new level. The paper aims to analyze the formation of the expert environment in Ukraine by conducting numerous training in various formats, as well as to assess the relationship between training and the quality of accreditation visits. The correlation analysis was used to substantiate the conclusions. Based on a quantitative and qualitative analysis of the experience of training experts in the accreditation of study programs in Ukrainian higher education institutions, the results of a pro-active approach by the NAQA in 2019–2021 were presented. It is shown that the accreditation system has been working without red tape, the taint of corruption, using transparency mechanisms, and expert advice since the end of 2019. The accreditation format according to the ESG-2015 standards made it possible to form an expert environment in Ukraine in a short time and encourage changes in higher education. Despite many pieces of training and consultations, many experts and representatives of the Sectoral Expert Council (SEC), evaluating study programs, still provide criticism, prejudice, and not advice and assistance. To minimize such negative practices, NAQA regularly conducts online webinars, briefings for expert groups and heads of study programs, and rotates experts and members of the SEC.