Description
Abstract
In wartime, education and the desire for self-improvement are essential components of the continuous development and formation of the nation. Ensuring the effective education of future professionals, despite the difficulties and challenges posed by the tragic nature of the war, is a priority mission of the university.
Purpose: This article aims to investigate the impact of martial law in Ukraine on students’ motivation for studying at universities. The hyper-trauma experienced by students leads to psychological discomfort with anxiety caused by the expectation of possible danger during the educational process, which causes young people to be under constant stress, loss of strength, attention, and desire to learn.
Methodology: The research employs an empirical study conducted among students using the Mentimeter application. Three key questions were formulated to explore students’ motivation and reasons for decreased engagement in learning activities during wartime.
Findings: The study reveals that martial law in Ukraine negatively affects students’ desire to participate in the educational process actively. However, both internal and external motivations play crucial roles in overcoming these challenges. Students prioritize cognitive motives, aiming to acquire social, and professional competencies, and relevant skills for the future, understanding the importance of preserving and enhancing the nation’s cultural and scientific potential.
Originality: This study offers original insights into the complex interplay between martial law, student motivation, and educational outcomes in a wartime context, highlighting the importance of both internal and external factors in shaping students’ engagement with learning.
Keywords: motivation, motives, war, education, study, students, Ukraine.
