Temporal gaps in the educational process in modern Ukraine: to the question of new challenges in war conditions

Olena Honcharova

Urgency of the research. Military actions on the territory of Ukraine caused a natural disorganization in the educational process in domestic schools and universities. The inability to adhere to the established schedule of classes, which is caused by problems with access to the Internet and by the danger for participants of the learning process, does not allow to "synchronize clocks" and be in a single stream of educational practices.

Target setting. The peculiarity of Ukraine's educational system during the war is that the challenge of the COVID-19 pandemic has become a kind of hardening it for endurance. Thus, the transition to distance education, developing skills on online educational platforms for pupils, students and teachers, and – which is most important ‑ the development of the ability to organize their time in the absence of direct control, contributed to the temporal synchronicity of the learning process along with the loss of its narrative. However, despite the spatial disconnection and temporal gaps in the learning process, its participants were in a single stream of educational practices. In a situation of war, temporal gaps are added, caused by the inability of all participants to have free access to the Internet and to be fully secure. This calls into question the preservation of systematicity in the educational practices, and, consequently, raises the question of their effectiveness.

Actual scientific researches and issues analysis. Both foreign and domestic scientists have comprehensively studied the synchronicity in the educational process which is influenced by Internet technologies. Thus, foreign scientists M. Bunn, A. Bennet, P. J. Burke, E. L. Carpenter, A. M. Adams, R. C. Chick, M. C. Stull, D. F. Hale, B. W. Propper, T. J Vreeland and others focused on changing temporality in online educational practices, and such researchers as V. Johansson, J. Stenlund, N. F. Johnson, H. Keane, H. Jordheim, E. Ytreberg, Y. M. Kalman, D. I. Ballard, A. M. Aguilar, C Öhman, C. Pagán Cánovas, M. Ryan, M. Ryan identified the features of synchronous communication on the Internet. Domestic researchers V. Voronkova, O. Kyvliuk , Y. Boreiko, N Dorfman, A. Sakun, I. Mordous, K. Sokolova, M. Trynyak, O. Yakymchuk, V. Voznyak, N. Lipin and others described aspects of the transformation of the individual, who is in the environment of the information society and is influenced by endless flows of various data. However, since the situation of war and forced distance education in Ukraine is fundamentally new one, this issue needs to be comprehensively considered in its new connotation.

The research objective. It is necessary to determine how it is possible to maintain the principle of narrative in distance learning in military conditions and to minimize its temporal gaps so that all its participants are in a relatively uniform flow of educational practices; it is necessary to determine what modified tasks the education system must face in the conditions of war in order for it to adequately respond to the challenges of the current situation.

The statement of basic material. Russia's war against Ukraine was the second major challenge for the entire national education system since the COVID-19 pandemic. The inability of pupils, students and teachers to fully adhere to the established schedule of classes has created so-called temporal gaps in the rhythms of the learning process, jeopardized the orderliness of this work, which only in its systematic organization can show significant results. At the same time, studying during the war, and especially in the socio-humanitarian disciplines, cannot be stopped, because, on the one hand, it provides students with the skills of storing information in the context of information attacks; on the other hand, being in the learning process today is an important recreational resource for pupils and students, as well as for teachers and lecturers, as it shifts attention to constructive activities and to some extent structures the time of respondents. Obviously, in a situation of war it is needed to affirm the new goals and objectives for the educational process in order for it to continue to be effective in emergencies.

Conclusions. Today, when conducting hostilities on the territory of Ukraine, it is necessary to get rid of the illusion that adherence to a single, time-tested schedule is an appropriate educational practice. It will only create additional stress and neurosis for both teachers and students, as there are no objective conditions for its implementation. Instead, emphasis should be placed on discursive narrative educational tools that can be conducted in a distance, while maintaining the aspect of narrative communication between teachers and learners. Preserved communication, communication between teachers and students in the learning process, exchange of views between them in the process of distance discussion of urgent socio-humanitarian problems and information challenges forms the main goal that can be achieved today in the educational process in time of war.

Keywords: war, educational process, temporal gap, temporality, information storing, information society.

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