SPECIFIC FEATURES OF THE EDUCATIONAL PROCESS OF STUDENTS OF BASIC SECONDARY EDUCATION IN CRISIS SITUATIONS

Abstract

The article reveals the specific features of the educational process of students of basic secondary education in crisis situations caused by martial law, social instability, and prolonged uncertainty in the development of Ukrainian society. The relevance of the study is determined by the need to rethink the traditional model of educational work and transform it in accordance with new social challenges. The purpose of the article is to outline the psychological, value-semantic, socio-communicative, and organizational-pedagogical characteristics of the educational process of adolescents and to identify the pedagogical conditions for ensuring its effectiveness. The research was conducted within the framework of the fundamental scientific project “Designing the Educational Process in General Secondary Education Institutions under Crisis Conditions” (2026–2028). At the ascertaining stage, control (192 students) and experimental (188 students) groups were formed. A set of theoretical and empirical methods was applied, including analysis of scientific sources, pedagogical observation, questionnaires, sociometry, psychodiagnostic techniques, interviews, and statistical data processing using Pearson’s χ² test. The results demonstrated an increased level of anxiety among the majority of adolescents, signs of emotional vulnerability, a shift in value orientations toward safety and family support, and a growing need for mutual support and collective interaction. The predominance of a medium level of development of organizational and pedagogical characteristics was identified, as well as insufficient integration of psychosocial support into the educational process. A set of pedagogical conditions for ensuring effectiveness was substantiated: systematic design of educational activities, creation of a safe educational environment, preparation of teachers for work in crisis conditions, and expansion of partnership interaction among school, family, and community. The necessity of transitioning to a systematically organized, trauma-informed model of the educational process as a space for psychological stabilization, value development, and social adaptation of adolescents has been proven.