Safe learning environment as a theoretic concept and its practical embodiment in wartime Ukraine

Authors

Tetiana Fomenko Sumy National Agrarian University, Ukraine https://orcid.org/0000-0002-3048-7097
Marina Bilotserkovets Sumy National Agrarian University, Ukraine https://orcid.org/0000-0003-4692-3444

DOI:

https://doi.org/10.34142/2709-7986.2026.31.1.05

Abstract

Purpose. This study aims to explore different approaches to conceptualize a safe learning environment and its components from physical, psychological, ecological, and informational perspectives. The goal is to investigate institutional strategies and policies vectored to safe learning environment creation and to examine measures taken by the management of Sumy National Agrarian University (SNAU), Ukraine, to ensure the safety of students, academics and faculty amidst the martial law.

The methodology covers a comprehensive set of theoretical and empirical methods, including the analysis of scientific sources regarding the essence of safe learning environment, its peculiarities in a peaceful period and during the martial law; systematization of SNAU policies and documents in the field of SLE creation, interviews with students, faculty, academia and educational stakeholders. The study described institutional strategies and measurements which were taken in the period from autumn semester 2022 to autumn semester 2025.

Results. The research reveals theoretical aspects and practical approaches to the formation of a safe learning environment in compliance with the rights and norms of physical, psychological, informational, and ecological safety of participants in the educational process. The authors examined inputs, outputs and outcomes of different aspects of safe learning environment, and highlighted university policies and strategies regarding safe learning environment creation in Sumy National Agrarian University.

Conclusions. The conclusion is that creation of SLE in the period of martial law requires a comprehensive approach that will include the following key components: organization and maintenance of security (physical, environmental, psychological, information) of the entire educational infrastructure; ensuring equal access to educational resources, since the conditions of military conflict quite often lead to overlapping access to educational resources, especially for those regions that have suffered the most from Russian aggression; implementation of psychological support and effective psychological and pedagogical interaction.

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Author Biographies

Tetiana Fomenko, Sumy National Agrarian University, Ukraine

Ph.D. in Education, Associate Professor, Department of Foreign Languages, Sumy National Agrarian University, Sumy, Ukraine.

Marina Bilotserkovets, Sumy National Agrarian University, Ukraine

Ph.D. in Education, Associate Professor, Department of Foreign Languages, Sumy National Agrarian University, Sumy, Ukraine.

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Published

2026-04-15

How to Cite

Fomenko, T., & Bilotserkovets, M. (2026). Safe learning environment as a theoretic concept and its practical embodiment in wartime Ukraine. Educational Challenges, 31(1), 62–74. https://doi.org/10.34142/2709-7986.2026.31.1.05