STRATEGIC DIRECTIONS OF COMPENSATION FOR EDUCATIONAL LOSSES UNDER MARTIAL LAW THROUGH THE PRISM OF ENSURING THE QUALITY OF EDUCATION

Purpose. The aim of the study is to systematically analyse scientific approaches to the problem of educational losses under martial law, conceptualize key concepts, identify their impact on the quality of education, and substantiate strategic directions of compensation for educational losses to ensure the sustainability and accessibility of the educational system in a crisis. Methods. A set of theoretical research methods was used: systematic analysis of scientific sources, which made it possible to conceptualize key concepts and highlight the main aspects of the problem of educational losses under martial law; terminological analysis to clarify the conceptual categories related to educational losses and their impact on the quality of education; comparative and contrastive analysis, which allowed to identify common features and differences in approaches to the study of educational losses within different scientific paradigms and educational systems; phraseological analysis. Results. A systematic analysis of scientific approaches to the problem of educational losses, highlighted in domestic and foreign scientific discourse, with a focus on their conceptual understanding and identification of their impact on the level of education quality, was carried out. It is established that overcoming the educational losses in Ukraine caused by the war requires the development and implementation of a comprehensive long-term strategy that will consolidate the efforts of state institutions, educational institutions and public organizations. It is substantiated that the implementation of mechanisms for compensating for educational losses provides a multicomponent approach that integrates a number of interrelated areas aimed at restoring the quality of education, ensuring its accessibility and supporting the sustainability of the educational system under martial law. Conclusions. Educational losses are a complex and multifactorial phenomenon that encompasses cognitive, emotional and psychological, organizational and infrastructural aspects of the functioning of the educational process in crisis conditions. The war has caused profound transformational processes in the field of education, resulting in a decline in the quality of education, deterioration of the psycho-emotional state of participants in the educational process, destruction of educational infrastructure, shortage of qualified teaching staff, etc. The results obtained expand the theoretical and methodological foundations of the study of the problem of educational losses and determine the vectors of further research aimed at restoring and developing the educational system under martial law and post-war reconstruction of the country.