ADAPTATION AND MOTIVATION OF FIRST-YEAR STUDENTS IN TEACHER EDUCATION PROGRAMS AT HIGHER EDUCATION INSTITUTIONS UNDER CONDITIONS OF RELOCATION: THE CASE OF KHERSON STATE UNIVERSITY
Abstract
Purpose: the article provides an analysis of the specific features of adaptation processes and the motivational profile of first-year students enrolled in teacher education programs who pursue their studies under conditions of institutional relocation caused by a full-scale war. The primary objective is to identify correlations between students’ geographical location and learning barriers, as well as to substantiate the necessity of implementing a trauma-informed support model within the educational process of a displaced university. Methods: the empirical study is based on data from two surveys conducted in 2025 among first-year students of the Pedagogical Faculty of Kherson State University (programs A2 Preschool Education, A3 Primary Education, and A6 Special Education). The research employed questionnaire surveys, standardized scales measuring adaptation to the academic group and learning activities, and correlation analysis to establish relationships between respondents’ security conditions of residence and their educational difficulties. The theoretical framework includes concepts of emergency remote teaching and the phenomenon of the “displaced student”. Results. The study identified a unique motivational profile of students described as a “committed pragmatist,” combining high intrinsic motivation (social mission, commitment to working with children) with a pragmatic demand for flexibility inherent in the distance learning format. A strong correlation (r = 0.71) was found between social and academic adaptation. A critical dependence of adaptation barriers on geographical location was revealed: students residing in active combat zones face existential threats, whereas those located abroad primarily encounter challenges related to social integration and isolation. Despite crisis conditions, a paradoxically high demand for fundamental theoretical knowledge was recorded, perceived by students as a source of stability. Conclusions. The relocation of a university does not imply the relocation of its student body, which results in unequal conditions for accessing education. Effective adaptation requires a shift from unified academic requirements toward a differentiated support system grounded in the principles of trauma-informed pedagogy. The article proposes a model encompassing diverse trajectories of psychological and pedagogical support depending on students’ security contexts, along with strengthening the value-based component of educational programs.
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