Where it seems impossible: School education in the occupied and front‐line territories of Ukraine

Abstract This study explores the significant impact of ongoing military conflicts on the educational process within the occupied and frontline regions of Ukraine. These territories include areas occupied by Russian troops since the beginning of the full‐scale invasion of Ukraine in February 2022, as well as regions near the active frontline. The research rigorously examines the severe challenges faced by teachers, students and their parents, such as disrupted learning environments and constant threats to safety. It underscores the adaptive measures implemented to maintain educational continuity under such daunting conditions, emphasising the integration of remote learning technologies, strategic curricular adjustments, and reinforced psychological support systems. The study is based on surveys conducted with teachers and parents. It utilises both quantitative and qualitative data analyses to demonstrate the remarkable adaptability of educational systems in times of crisis. These adaptations not only ensure the continuity of education but also play a pivotal role in preserving societal stability and facilitating recovery and development in the affected regions. The findings suggest that the resilience strategies developed in response to these emergencies could serve as a global model for educational resilience. By focusing on the human aspects of the crises, the research highlights the undeniably crucial role of education in both immediate survival and long‐term societal recovery, proposing an actionable framework for other regions facing similar challenges. Context and implications Rationale for this study: This study analyses the impact of military conflict on education in schools that have been relocated from occupied territories or continue to operate in frontline regions of Ukraine by examining the experiences of teachers and parents of children in primary and secondary grades. It highlights the challenges these schools face and their impact on learning and societal stability. In this context, educational process is defined as a system of scientific, methodological, and pedagogical measures aimed at personal development through the formation, acquisition, and application of knowledge, skills and competencies (Law of Ukraine ‘On Education’, 2017). Ensuring the continuity of this process is crucial for maintaining resilience in the face of war‐related disruptions. Why the new findings matter: The findings reveal how adaptive educational strategies including remote learning technologies, strategic curricular adjustments, and reinforced psychological support systems can maintain learning continuity. Implications for relevant audiences: For practitioners and policymakers, this study underscores the necessity of integrating robust educational technologies, psychological support frameworks, and strategic curriculum adjustments in conflict‐impacted regions to ensure the continuity of education. It highlights the effectiveness of adaptive strategies that can be scaled or adapted for broader application. Teachers are provided with practical methods to maintain student engagement and learning progress under severe constraints. Researchers can explore further the dynamics of educational resilience, examining how these adaptive practices can inform broader educational policies and strategies, thus facilitating better preparedness and response mechanisms for future crises in various global contexts.