ORGANIZACYJNE, PRAWNE I ZARZĄDCZE MECHANIZMY BEZPIECZEŃSTWA PROCESU EDUKACYJNEGO W WARUNKACH STANU WOJENNEGO NA UKRAINIE
ORGANIZATIONAL, LEGAL AND ADMINISTRATIVE MECHANISMS FOR ENSURING THE EDUCATIONAL PROCESS IN THE CONDITIONS OF MARTIAL LAW IN UKRAINE

Summary/Abstract: The article is devoted to the theoretical and applied analysis of organizational, legal and management mechanisms for ensuring the educational process in the conditions of martial law in Ukraine. The authors of the article emphasize that Ukraine faces a number of key problems in terms of ensuring the further implementation of the educational process in the conditions of war in particular: ensuring the safety of the educational process in the condi-tions of an air alert; the support of the emotional and psychological state of participants in the educational process; providing access to high-speed Internet and devices capable of supporting the relevant technical requirements for receiving and transmitting information; implementation of online education in conditions of dispersion of students in different parts of Ukraine and abroad; ensuring the restoration of destroyed and damaged educational institutions. It is indicated that, in general, the regulation and management of security issues during the period of martial law in Ukraine is aimed at ensuring physical, mental and informational security. These are the specified areas that remain the main priorities of the specialized wartime ministry, in particular, through: creation of safe and flexible conditions for sus-tainable training, ensuring accessibility and continuity of education regardless of the secu-rity situation, resumption of scientific research; development and implementation of a complex system of psychological support and accompaniment of participants in the educa-tional process who have suffered as a result of hostilities. The article emphasizes multi-vector tasks which challenged the authorities and educators at the same time and led to the adoption of management measures and decisions of differ-ent nature regarding: reconstruction of shelters, bomb shelters and adjustment of the schedule taking into account the number of people who can stay in one shelter at the same time; prompt provision of relocation of the facility to safe areas; taking measures to pre-serve digital information; filling distance learning systems of universities with high-quality educational materials; organization of online classes; providing access to synchronous and asynchronous distance learning. It is argued that the main areas of quality assurance in distance learning are: providing participants in the educational process with new equipment and effective information and communication technologies; providing access to distance learning platforms, expanding the capabilities of these platforms, as well as storing digital information (especially in educational establishments; located in territories where hostilities are taking place); im-proving pedagogical skills, the teacher’s ability to concentrate on synchronous and asyn-chronous learning; using innovative technologies in the learning process; improving digital tools in the educational process.

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