author: Serhii Terepyshchyi
Abstract.
Relevance of the research topic. Full-scale war is radically changing the educational landscape of Ukraine, putting forward new requirements for the content and forms of organization of IT education. The network society with its distributed communications and rapid flows of knowledge makes the values of digital solidarity the operational norm of interaction. The need to combine technical training with data ethics, security and civic responsibility requires a philosophical rethinking of curricula. The study offers conceptual guidelines for such changes.
Problem statement. How to transform IT education so that it simultaneously supports the continuity of learning, the ethics of digital practices and the stability of institutions in wartime conditions? What balance do openness of knowledge and protection of vulnerable data and communities require? What axiological priorities should the curriculum reflect in order to form the ability to act in solidarity and use technology responsibly?
Analysis of recent research and publications. Modern studies record the role of digital technologies in ensuring the resilience and flexibility of educational processes, emphasizing the importance of service learning, ethics of care and critical digital competence. Theories of the network society and open co-creation of knowledge set a framework for understanding new configurations of power, trust and coordination. In parallel, the discussion about digital sovereignty and “data solidarity” continues, which determines policies of access, privacy and inter-institutional interaction. Ukrainian developments in educational landscapes provide a tool for localizing these approaches in specific military contexts.
Statement of the task. The goal is to formulate philosophical guidelines for IT education in Ukraine in times of war, integrating network logic and the values of digital solidarity. The tasks include: (1) conceptualizing the relationship between openness and data protection; (2) outlining a modular curriculum architecture that combines technical and ethical competencies; (3) identifying quality indicators relevant to unstable environments. Additionally, mechanisms for scaling successful practices are considered.
Presentation of the main material. The proposed framework combines four interrelated components: data ethics and digital rights; distributed systems and reliability; open knowledge co-creation; communication and service-learning for communities. It is shown how networked support practices, open repositories, and offline-first patterns ensure continuity of learning and transparency of interaction. Assessment proposals are developed that complement technical metrics with indicators of ethical interaction, command, and social impact. Attention is paid to the localization of curricula to the security and cultural conditions of specific communities.
Conclusions. Network society and digital solidarity form a normative compass for the renewal of IT education in Ukraine during the war. The key is the balance of openness and protection, the integration of ethical and technical training, as well as the ability of programs to ensure sustainability and a real contribution to the well-being of communities. Prospects for further research are in the creation of standardized indicators of “engineering ethics”, the development of fault-tolerant learning infrastructures and comparative analysis of local educational landscapes in global networks.
Keywords: IT education in Ukraine; network society; values; digital solidarity; educational landscape; war; data ethics; critical digital competence; resilience.
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