Abstract
Relevance of the research. The full-scale war in Ukraine is causing profound changes in the security, socio-cultural and educational spheres. Under such circumstances, culture and education acquire special importance, acting as key factors in preserving social unity, restoring the country and forming a new system of values and national identity of the younger generation.
Problem statement. Under martial law, the educational process is undergoing significant changes: mixed learning formats are spreading, combining distance and classroom classes; the problem of organizing a safe educational environment is becoming more urgent, taking into account the need to use shelters during air raids; psychological difficulties of education seekers are increasing; there is a need to update the content of education and modernize pedagogical approaches.
Analysis of recent research and publications. This issue was considered in their works by modern Ukrainian scientists: T. Urys, O. Pukhonska, S. Khorob, T. Nekiz, E. Minenko, D. Bybyk, S. Protska, I. Vozny, M. Hrytsyk, K. Nagayko, I. Kolesnikova, G. Kharchenko, G. Kolomoyets, A. Rebryna, L. Mudrak, A. Tkachuk, E. Lear, N. Ratushnyak, M. Kosovets, M. Hryshchuk.
Research task. The aim of the study was to reveal examples of successful practices, in particular the experience of the Mykhailo Drahomanov Ukrainian State University in introducing cultural products into academic disciplines as a tool for understanding identity, ethics of responsibility and culture of testimony.
Main material presentation. The article presents a comprehensive study of the features of the integration of modern cultural products into the educational space of Ukraine in conditions of full-scale war. It is proven that during the period of martial law, culture and education acquire strategic importance, acting as key factors in preserving national identity, strengthening social stability and maintaining social consolidation. The main transformations of the educational environment are analyzed, including the spread of hybrid forms of learning, increased security restrictions, increased psychological burden on participants in the educational process, as well as the need to modernize the content of education and improve teaching methods. The importance of cultural and creative industries as an important resource for social recovery and further development is separately highlighted. Particular attention is paid to the problems that accompany the integration of cultural content into educational activities, in particular, the destruction of cultural and educational infrastructure, digital inequality, ethical challenges associated with the use of traumatic materials, as well as the need to implement the principles of trauma-informed pedagogy and increase the level of media literacy of teachers and students. Successful practices of integrating cultural products into the educational process are analyzed, in particular the experience of the Mykhailo Dragomanov Ukrainian State University, where cultural content is used as a tool for understanding national identity, forming an ethic of responsibility, and developing a culture of testimony.
Conclusions. The integration of modern cultural products into the education system under martial law appears as a multifunctional process that combines educational, mobilization, national consolidation and rehabilitation aspects. Further analysis is needed to clarify how culture is represented and transmitted in education during the war and through which academic disciplines and interdisciplinary approaches this is done.
Keywords
References
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