INFLUENCE OF COMMUNICATION SKILLS ON THE ADAPTATION PERIOD OF FIRST-YEAR STUDENTS IN MARTIAL LAW CONDITIONS

The article explores the impact of communication skills on the adaptation process of first-year students from the medical and dental faculties of Odesa National Medical University in the conditions of martial law and distance learning. The study examines the specific features of students’ social interaction within the new educational realities, shaped by limited physical contact, exposure to high-stress environments, and the need for independent acquisition of substantial volumes of academic material. The research analyzes the level of development of essential communication and organizational skills, adaptability to the rapidly changing educational environment, and the main challenges posed by distance education–such as communication barriers, decreased motivation, and emotional instability. Special attention is paid to the transformed conditions of communication between students and instructors, the mediating role of the group leader between university administration and academic groups, as well as the significance of technical equipment and stable internet access. The study is based on a questionnaire survey involving 302 students aged 17 to 22. This methodological approach allowed the authors to identify both general trends and individual adaptation characteristics. Despite numerous challenges, the majority of respondents demonstrated a high level of internal motivation, responsibility, eagerness to learn, capacity for self-organization, and positive dynamics in social integration. At the same time, several adaptation barriers were recorded, including insufficient basic knowledge caused by the gap between school and university curricula, time management difficulties, emotional exhaustion, increased anxiety, and a pronounced sense of social isolation. Particular focus was placed on students’ perceptions of blended learning, which combines online lectures with in-person practical sessions. In conclusion, the article substantiates the relevance of introducing programs aimed at developing communication competence, critical thinking skills training, and psychological support courses. These initiatives are seen as key factors in fostering students’ adaptive capacity during their formative transition to higher education. Finally, the authors propose ways to improve the educational process, taking into account the current socio-psychological needs of contemporary students.