PSYCHOLOGICAL FEATURES OF THE MODERN EDUCATIONAL AND THERAPEUTIC PROCESS OF YOUTH IN UKRAINE

Abstract

The article examines the psychological features of the modern educational and therapeutic process of youth in Ukraine under the conditions of prolonged war. The study emphasizes that higher education can no longer be interpreted solely as a system of knowledge transmission, professional training and academic achievement. In the context of chronic danger, uncertainty, hybrid learning, forced mobility, energy instability and damaged educational infrastructure, education acquires a pronounced psychological, supportive, stabilizing and restorative meaning.

Particular attention is paid to the impact of war-related stress and invisible trauma on student youth. Such trauma may not always be externally visible, yet it affects cognitive productivity, emotional stability, learning motivation, self-regulation and professional self-determination. The article highlights the special relevance of this issue for specialties of the “human-human” system, especially psychology, where students often combine professional interest with the need to understand and overcome their own psychological difficulties.

The article also analyses the changing role of university teachers, who are not outside the traumatic context of war. Along with their academic and methodological functions, they increasingly perform stabilizing, supportive and facilitative roles. This increases the importance of supervision, intervision and systematic restoration of teachers’ psychological resources. The paper also considers the broader social and institutional dimensions of the educational and therapeutic process, including hybrid learning, digital inequality, integration of internally displaced persons, transformation of educational institutions into social hubs, preservation of human capital, inclusion and Ukraine’s European integration.

The article concludes that the educational and therapeutic process should be understood as a multidimensional phenomenon that combines academic training, psychological support, trauma-informed pedagogy, practical orientation, resilience development and social recovery. In wartime Ukraine, this process becomes one of the key factors in preserving the psychological, professional and civic capacity of young people.