Impact of online education on academic staff's mental health of temporarily relocated universities in Ukraine

This article presents the results of an empirical study on the impact of online education on the mental health of academic staff at temporarily relocated universities in Ukraine during the full-scale war. The relevance of the topic stems from the massive digitalization of education amidst ongoing threats, limited resources, and increasing psychological pressure on educators. A mixed-method approach was applied, combining quantitative surveys (GAD-7, MBI-HSS) and semi-structured interviews to provide a deeper analysis of emotional states, challenges, and coping strategies. The sample included 159 academic staff from relocated higher education institutions, 67.9% of whom were internally displaced persons. The findings revealed critical levels of anxiety: 83% of respondents reported moderate or high anxiety levels (GAD-7), and 66.6% demonstrated signs of emotional exhaustion. Key aggravating factors were identified, including power and internet outages, forced relocation, and the fragmentation of academic teams. At the same time, effective coping strategies were reported, such as flexible schedules, peer support within academic communities, and the rethinking of professional identity. The article emphasizes the urgent need for systemic mental health support for academic staff during crises, particularly through institutional policies that promote flexibility, safety, and the preservation of academic community social capital. Future research should take an interdisciplinary approach to studying the long-term impact of chronic stress and professional uncertainty on academic productivity and the quality of education in Ukraine.