The social role of out-of-school education amidst wartime challenges (based on an all-Ukrainian survey)

Abstract

The article presents the results of an All-Ukrainian survey of educators from out-of-school education institutions, conducted by the Department of Out-of-School Education of the Institute of Problems on Education of the National Academy of Educational Sciences of Ukraine in March-April 2025. The survey aimed to ascertain the social significance of out-of-school education in Ukraine in the context of wartime challenges, particularly concerning the following aspects: inclusivity and accessibility (attendance at out-of-school education institutions by students with special educational needs, from families of internally displaced persons, etc.); the potential of out-of-school education to provide psychosocial support to students and parents (current practices from professional experience); the capacity of out-of-school education institutions to foster the formation of Ukrainian national identity among children and youth; volunteering, social practices, and others.
The research methodology includes theoretical and empirical analysis, surveys, and data generalization and systematization. The study employed quantitative and qualitative methods. Author-developed questionnaires, including closed, semi-closed, and open-ended questions, were used in the online survey of educators. The results are presented as diagrams and their interpretations.
The paper presents an analysis of the aggregated results of the all-Ukrainian survey, which included 2,114 respondents from 22 regions of Ukraine and the city of Kyiv. The results demonstrated the significant social role of out-of-school education in Ukraine amidst wartime challenges. In this context, the capacity of this educational sector has become particularly relevant regarding: creating an environment of Ukrainian national values; developing an inclusive and accessible educational environment to ensure access to quality out-of-school education for children affected by the war, those from families of internally displaced persons, and those with educational difficulties; engaging children and student youth in social practices and volunteering; and the socialization, social rehabilitation, and psychosocial and social support of children and youth, among others.