Adaptation of foreign language courses to the needs of internally displaced persons in conflict conditions

Abstract Internally displaced persons (IDPs) in Ukraine often face numerous challenges while adapting to new living conditions, especially in the context of war. This study examines the relationship between adaptation and foreign language learning conditions and socio-emotional skills (SEL). This cross-sectional correlational study was conducted among 220 IDPs in the Cherkasy region who participated in English language courses at the Cherkasy Regional Center for Social Services. Data were collected using a demographic information form, the Adaptation to Conflict Conditions Scale (ACIS), the Language Competency Scale (LCS), and the Socio-Emotional Learning Assessment Questionnaire (SELS). The average age of participants was 35.7±0.69 years. The majority of participants (77.2%) expressed a need for the adaptation of educational programs. The average score on the ACIS was 82.83±13.88. Multifactorial linear regression analysis showed that the frequency of interaction with peers, completion of planned tasks, and participation in socio-emotional learning were significant positive predictors of ACIS (p < 0.05). Despite the limitations of the study, our results highlight the importance of integrating socio-emotional learning into language courses to improve the adaptation of IDPs to new living conditions. Identifying and addressing socio-emotional needs are key elements in enhancing learning success.