The impact of the Russia-Ukraine war on English medium instruction teachers’ professional identity in a Ukrainian medical university

Until February 2022, Ukrainian universities had seen considerable growth in the provision of its English Medium Instruction (EMI) programmes. Since the Russian invasion, however, this situation has changed dramatically, with students and staff having been significantly impacted. This study reports on how EMI teachers in a Ukrainian medical university have experienced and adapted to this disruption. Findings reveal that teachers are facing a confluence of challenges that impact their professional identity in respect of three areas in particular: the direct work environment, the students, and staff development activities. In attempting to sustain their activities in the face of these challenges, Ukrainian EMI teachers report that they benefit from international collaborations that offer respite, solidarity, and professional development, as well as a sense of purpose and achievement. Such collaborations offer an avenue for post-war initiatives focused on rebuilding. • Ukrainian EMI teacher professional identity severely impacted by disruption caused by war. • Different types of contextual conditions can strengthen or weaken teacher professional identity. • During war, EMI teachers especially value international travel for professional development. • International colleagues can help sustain teachers’ sense of identity through collaborations. • EMI teachers are well placed to grow international partnerships that can help post-war rebuilding.