EFFECTIVENESS OF LEARNING FORMATS UNDER UNSTABLE CONDITIONS: EDUCATIONAL PROCESS IN PRIMARY SCHOOL

The article presents a comparative analysis of the effectiveness of different learning formats in primary school under prolonged instability caused by the COVID-19 pandemic and martial law in Ukraine. The study examines face-to-face, distance, blended and hybrid learning. The research is based on the results of a nationwide survey of teachers and parents of students in grades 1–4, conducted by researchers from the Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine in 2024. The analysis of respondents’ answers enabled the comparison of teachers’ and parents’ perspectives on different learning formats. The obtained results are presented in the context of comparing effectiveness between urban and rural schools. The impact of the learning format on the academic performance of students in grades 1–2 and 3–4 was determined. It was established that face-to-face learning remains optimal for primary school students, particularly for grades 1–2 during the adaptation stage to the school environment. Distance learning can be effective if there is adequate methodological support, a sufficient level of digital competence, and high-quality technological infrastructure. Students in grades 3–4 show better adaptation to distance learning compared to younger students. Blended and hybrid learning, despite their flexibility, may complicate students’ concentration and ability to stay organized due to frequent changes in interaction formats. Regardless of the format, the greatest learning losses were recorded in language-literary and mathematical education. At the same time, parents emphasize not only the complexity of primary education content but also the excessively high pace of its acquisition, which complicates material comprehension. Therefore, it is advisable to direct the educational process in grades 1–4 toward the formation of students’ functional literacy. Such an approach will help reduce educational losses and create a strong foundation for students’ successful learning in basic school. The obtained results have practical significance for developing strategies to optimize the educational process in conditions of prolonged instability both in Ukraine and in other countries facing similar challenges in organizing education.