JetIQ electronic ecosystem at the service of the university in the country that has undergone armed aggression

Abstract

The development of modern technologies and innovations provides opportunities for higher education institutions (HEIs) and directly for teachers and students to voluntarily use tools for distance and mixed learning. However, remote access in a pandemic or a state of war is necessity and has no alternatives.The purpose of this study is to determine the role of the JetIQ electronic ecosystem for Vinnytsia National Technical University (VNTU) in wartime conditions. As in all HEI of Ukraine, the educational process at VNTU changed significantly during the year of military aggression. The need for students and teachers to hide in bomb shelters during air raids, frequent and, most importantly, unexpected interruptions of the educational process, and significant complications of access to laboratory equipment negatively affect the psychological state of all participants in educational activities. In these conditions, the JetIQ electronic ecosystem brought substantial benefits and became the primary tool for the management of the educational activities at VNTU. Reliable technological support also improved the psychological confidence of students and teachers. A comparison of the interim indicators of the 2022/2023 academic year with the trends of the three previous academic years in terms of quantitative indicators of educational resources and actions of all groups of JetIQ users showed positive trends. This testifies to its stability in the conditions of martial law.

Learning English Under the Sounds of Air Raid Sirens: Analysing Undergraduate EFL Students’ Sustainable Learing Practices

“…There are several state-of-the-art studies that address the issue of teaching and learning processes at Ukrainian HEIs during the current Russo-Ukrainian war (Anishchenko et al, 2023;Banyoi et al, 2023;Bohomaz et al, 2022;Chaikovska et al, 2023;Kostikova et al, 2023;Kostikova & Miasoiedova, 2022;Kvyetnyy et al, 2023;Lavrysh et al, 2022;Lokshyna et al, 2023;Lopatina et al, 2023;Nenko et al, 2023;Suchikova et al, 2023;Spivakovsky et al, 2023;Tverdokhliebova & Yevtushenko, 2023;Voloshyna, 2023). Arguably, the studies share a common contention that the educational process at Ukrainian HEIs is a challenge to the students and teachers, "who have to learn to work in new realities -in the conditions of war" (Banyoi et al, 2023, p. 75).…”

“…Attempting to mitigate the adverse psychological condition and war trauma, Ukrainian HEIs prioritise digitalisation and online tools that have become the primary port of call for the management of educational activities (Spivakovsky et al, 2023). It is posited in the literature that a reliable digital and technological environment can help with the improvement of the psychological confidence of students and teachers during the war (Kvyetnyy et al, 2023). In other words, we can observe that the topic of digitalisation resurfaces again after the COVID-19 pandemic (Voloshyna, 2021), now in conjunction with the issues of psychological health and wellbeing of the students and the faculty during the war.…”

“…In other words, we can observe that the topic of digitalisation resurfaces again after the COVID-19 pandemic (Voloshyna, 2021), now in conjunction with the issues of psychological health and wellbeing of the students and the faculty during the war. Additionally, it is inferred from the literature (Anishchenko et al, 2023;Kvyetnyy et al, 2023;Lopatina et al, 2023;Spivakovsky et al, 2023) that digitalisation of the Ukrainian HEIs appears to be a cornerstone of sustainable teaching and learning practices.…”

Burnout dynamic among Ukrainian academic staff during the war

“…Today, the professional activity of a Ukrainian academic staff depends on the map of active hostilities, missile attacks, air raid alerts, the availability of electricity, and the stability of the Internet 36 .Further analysis of academic publications reveals that, in addition to the insurmountable external factors, universities had to overhaul their management, teaching, and learning processes due to the devastating full-scale invasion. These alterations were dependent on the university locations, staff, and students and had an impact on academic staff, resulting in amplified responsibilities and a need for rapid adjustment to course content and teaching methodologies tailored to the individual abilities of each student [36][37][38] .The ongoing military operations in Ukraine have necessitated an increase in universities' third mission, requiring academic staff to engage in volunteering activities beyond their professional workload [39][40][41] . Additionally, a significant number of academic staff members have been forced to flee their homes due to the occupation of their hometowns or escalating military activities.…”

“…Further analysis of academic publications reveals that, in addition to the insurmountable external factors, universities had to overhaul their management, teaching, and learning processes due to the devastating full-scale invasion. These alterations were dependent on the university locations, staff, and students and had an impact on academic staff, resulting in amplified responsibilities and a need for rapid adjustment to course content and teaching methodologies tailored to the individual abilities of each student [36][37][38] .…”