Психологічні виміри репродуктивного здоров’я студенток: університети, цифрова турбота та демографічне майбутнє

In the context of full-scale war, digital transformation, and demographic crisis, women’s reproductive health (RH) in Ukraine requires urgent interdisciplinary attention. A particularly susceptible group are female students of higher education institutions, who face complex psychological, social, and behavioral challenges that can negatively impact their fertility, emotional well-being, and participation in the demographic recovery of the state. This study focuses on the psychological dimensions of female students’ RH, with a focus on their experiences, digital self-care, and perceptions of universities as supportive institutions.The objective: to study the psychological dimensions of RH among Ukrainian female students, focusing on emotional distress, behavioral responses, self-guided digital care, and perceptions of the university as an institution of care and demographic sustainability.Materials and methods. A cross-sectional survey was conducted between January and July 2025 with 896 female students from seven Ukrainian universities. Participants completed two author-developed questionnaires: 1) survey for assessing emotional experiences, behavioral responses in RH; 2) survey for perceptions of institutional support related to RH. Descriptive and inferential statistics were used, including Spearman’s rank correlation. Ethical approval was granted by the Institute of Practical Psychology.Results. The key results showed that emotional tension related to RH was reported by 573 (64.0%) students; 242 (27.0%) students expressed fertility anxiety and 188 (21.0%) – fear of loss of bodily control. Self-help through digital tools was widespread, with 511 (57.0%) students using apps or online platforms. A significant positive correlation (r = +0.53, p < 0.001) was found between perceived institutional support and digital reproductive self-care. The study outlines the new role of Ukrainian universities as psychosocial agents of digital care in the conditions of war turbulence. The need to rethink RH as a multi-level construct that encompasses psychological, digital, and educational components is argued. It is proposed to integrate emotional literacy, digital awareness, and inclusive pedagogy programs into the university environment as a means of preserving the reproductive potential of student youth and strengthening the demographic stability of Ukraine in the conditions of post-war recovery.Conclusions. Ukrainian universities, especially during wartime, may serve as key agents of RH promotion and emotional care through the integration of digital tools, inclusive pedagogy, and supportive faculty-student dynamics. This potential is manifested in the integration of digital tools, emotionally sensitive pedagogy, and flexible forms of faculty-student interaction.