TRAUMA-SENSITIVE APPROACH TO FOREIGN LANGUAGE TEACHING IN TIMES OF WAR: THE EXPERIENCE OF UKRAINIAN HIGHER EDUCATION INSTITUTIONS

The relevance of the work arises from the need to develop and implement innovative pedagogical strategies adapted to wartime conditions and the lack of a comprehensive analysis of the experiences of Ukrainian higher education institutions in implementing a trauma-sensitive approach in foreign language classes. The purpose of the study is to systematize and generalize the experience of applying a trauma-sensitive approach to teaching foreign languages in higher education institutions of Ukraine under the conditions of a full-scale war during the period 2022–2024. To achieve the study’s goal, the objectives included tracing the origins of the trauma-sensitive approach in foreign language teaching, identifying the needs and challenges faced by students and teachers during the war, and summarizing the experience of applying this approach in higher education institutions during the studied period. During the research, a set of general scientific methods was employed to study authentic sources, evaluate the extent of research on the issue, and synthesize practical experiences related to it. Additionally, methods of empirical data collection were used to gather information about the experiences and attitudes of students and teachers towards trauma-sensitive methods. Results. The article outlines the evolution of the trauma-sensitive approach concept. The main areas of its implementation were identified, including enhancing teachers’ competence in trauma-sensitive educational practices, addressing the individual needs and experiences of students, providing comprehensive support and creating a safe learning environment, adapting educational materials in light of modern realities during armed conflict, and modifying didactic materials and teaching methods to suit the specific educational components. The practical value of the study is that the results of the study can be used to improve foreign language training of students and reduce the impact of the negative consequences of military actions. The originality of the study lies in the analysis and synthesis of adapted trauma-sensitive methods for teaching foreign languages in Ukrainian higher education institutions amid socio-psychological challenges stemming from the full-scale war in Ukraine. Key words: trauma-sensitive approach, foreign language, full-scale war, innovative teaching methods, experiences of higher education institutions.