New classrooms were inaugurated in the Railway Lyceum’s bomb shelter in Kharkiv city in February 2025. PHOTO: TETIANA KURAS/ UNHCR

Essays Resilience of school infrastructure Children’s right to education in wartime Ukraine

This essay examines innovative educational adaptations implemented in Kharkiv to ensure children’s right to education, considered as a manifestation of resilience in wartime. The research methodology employed a descriptive case study approach utilizing multiple data sources to ensure triangulation, including official reports from educational authorities; press releases; Ukrainian and foreign mass media platforms; documented observations of facilities and stakeholder testimonials; and personal notes, videos, and photos. The results indicate the interventions successfully provided safe learning environments for approximately 15,000 schoolchildren (30% of school-aged learners) by December 2025 The experience in Kharkiv offers transferable insights for educational continuity planning in conflict zones worldwide.

Published in the printed edition of Baltic Worlds BW 2026:1 pp 78-87
Published on balticworlds.com on April 23, 2026

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abstract

This essay examines innovative educational adaptations implemented in Kharkiv to ensure children’s right to education, considered as a manifestation of resilience in wartime. The research methodology employed a descriptive case study approach utilizing multiple data sources to ensure triangulation, including official reports from educational authorities; press releases; Ukrainian and foreign mass media platforms; documented observations of facilities and stakeholder testimonials; and personal notes, videos, and photos. The results indicate the interventions successfully provided safe learning environments for approximately 15,000 schoolchildren (30% of school-aged learners) by December 2025 The experience in Kharkiv offers transferable insights for educational continuity planning in conflict zones worldwide.

KEYWORDS: Armed conflict adaptation, educational resilience, children’s right to education, underground schools.

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Ilona Kostikova et al

  • by Ilona Kostikova et al

    Ilona Kostikova is a Doctor of Science in Education, holds a PhD in Philology and a PhD in Education, and is a Full Professor and Head of the Mykhailo Hetmanets Department of Theory and Practice of the English Language and Foreign Literature, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine. Volodymyr Borysov holds a PhD in Philology and is an Associate Professor and Vice-Rector at the Department of General Linguistics and Romano-Germanic Philology, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine. Tamila Shcheblykina is a Doctor of Science in Education and a Professor at the Department of English Philology, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine. Maryna Vasylieva holds a PhD in Pedagogy and is an Associate Professor at the Department of English Philology, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine. Olha Pochuieva holds a PhD in Education and is an Associate Professor at the Department of Pedagogy, Foreign Philology and Translation, Simon Kuznets Kharkiv National University of Economics, Kharkiv, Ukraine.

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  • Essays are scientific articles.

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