Research on the state of resilient teaching at Ukrainian universities

In the context of the full-scale invasion of Ukraine by russia in 2022, educational approaches that ensure not only the quality of teaching and learning but also adaptability and support for participants in the educational process have gained particular relevance. The aim of the article was to investigate and assess the level of awareness among teachers and students of Tavria State Agrotechnological University regarding the principles of sustainable teaching and to determine the necessity of their implementation in the educational process. The research methodology combined the analysis and synthesis of scholarly sources to establish a theoretical foundation with an empirical stage that involved an anonymous remote survey of teachers and students conducted via Google Forms. The survey included 29 thematic questions covering social issues, psycho-emotional state, institutional support, and readiness for innovation. The majority of respondents reported a significant negative impact of current crisis situations on the quality of teaching and learning (62%) and on their psycho-emotional state (55%). 90% of respondents indicated the importance of integrating psycho-emotional resilience into the university teaching and learning process. Over 70% of respondents expressed a desire to participate in the trauma-sensitive teaching training, particularly in the “Resilient Teaching” programme. The survey identified the most pressing issues that need to be addressed for the effective implementation of trauma-sensitive education at the university. It was revealed that the concept of “Education for Sustainable Development” and the pedagogy of resilience provide a holistic approach to the formation of a responsible, conscious and resilient citizen. The need for an ascertainment study on the state of readiness of participants in the educational process to implement resilient, trauma-sensitive teaching was emphasised. The practical significance of the study lies in the possibility of using the obtained results to develop and implement trauma-informed and resilient teaching programs within the educational process of higher education institutions in Ukraine.