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A mixed-methods design addresses social, methodological, and emotional dimensions. Quantitative data were collected from Ukrainian university English teachers (N=100) and students (N=277), alongside qualitative sources from online interviews and written comments. Findings describe COVID-19 challenges and wartime disruptions, communication breakdowns, technical problems, workload, and restricted access to tools. Teachers shifted to synchronous online teaching supported by blended and asynchronous modes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-and-learning-english-at-higher-educational-institutions-in-ukraine-through-pandemics-and-wartime/589236/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-and-learning-english-at-higher-educational-institutions-in-ukraine-through-pandemics-and-wartime/589236.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research design was used to study English teaching and learning in Ukraine?","Question",{"text":112,"@type":113},"The study used a mixed-method research design combining quantitative research with qualitative sources such as online interviews and written comments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What platforms and applications were most commonly used for online English lessons?",{"text":117,"@type":113},"Zoom and Google Classroom were most common, with Moodle, MS Teams, YouTube, and Classtime also reported by both teachers and students.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the pandemic and wartime affect teachers and students emotionally?",{"text":121,"@type":113},"The study reports significant teacher burnout and emotional distress (nearly 50%), along with student difficulties tied to technical issues, communication problems, and increased homework during wartime.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589236,1792119994,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","TEACHING AND LEARNING ENGLISH AT HIGHER EDUCATIONAL INSTITUTIONS IN UKRAINE THROUGH PANDEMICS AND  \nWARTIME  \nRuslana Westerlund,1  \nAssociate Adjunct Faculty,  \nBethel University, Graduate School of Education, St. Paul, Minnesota , the USA  \n[westerlundruslana@gmail.com](westerlundruslana@gmail.com)[ ](westerlundruslana@gmail.com)[ORCID](ORCID: 0000-0003-2768-6762)[: 0000-0003-2768-6762](ORCID: 0000-0003-2768-6762)  \nOksana Chugai,2  \nAssociate Professor,  \nNational Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Ukraine [OChugai@meta.ua](OChugai@meta.ua)  \nORCID: 0000-0002-2118-8255  \nSerhii Petrenko,3  \nAssociate Professor,  \nTaras Shevchenko National University of Kyiv, Ukraine  \n[serge.v.petrenko@gmail.com](serge.v.petrenko@gmail.com)[ ](serge.v.petrenko@gmail.com)[ORCID](ORCID: 0000-0001-9717-1057)[: 0000-0001-9717-1057](ORCID: 0000-0001-9717-1057)  \nIryna Zuyenok,4  \nAssociate Professor,  \nDnipro University of Technology, Dnipro, Ukraine [zuyenok@gmail.com](zuyenok@gmail.com)  \nORCID: 0000-0003-0130-3284  \nAbstract. The study aimed to analyse online English teaching and learning experience in higher education institutions in Ukraine through pandemics and wartime. To answer our research questions, we employed a mixed-method research design, which considered social, methodological and emotional aspects of education. We conducted quantitative research to collect data on the experience of Ukrainian university teachers of English (N=100) and students (N=277) related to the emergency caused by pandemics and wartime. The qualitative data sources included online interviews and written comments of  \n1 Author, responsible for conceptualization, writing-reviewing and editing, validation  \n2 Corresponding author, responsible for writing-investigation, original draft preparation, visualization  \n3 Co-author, responsible for investigation, writing-original draft preparation, visualization  \n4 Co-author, responsible for investigation, writing-original draft preparation, visualization  \n© Author(s) . 2023. Published by Igor Sikorsky Kyiv Polytechnic Institute. This is an Open Access article distributed under the terms of the license CC BY 4.0  \nthe participants. The main findings were as follows: teachers experienced challenges during the COVID-19 pandemic such as lack of interaction with students, and unawareness of effective teaching methods in the digital environment. The wartime challenges included: air raids and power outages and, consequently, disrupted communication and isolation, stress and sense of insecurity, excessive workload, with students experiencing technical issues, air raids and communication problems as well as large amount of homework, no access to the software, inconvenient schedule, and their own unwillingness. To solve the problems, teachers introduced an online synchronous mode during the COVID-19 pandemic, supported by blended and asynchronous modes which was a transformational period to teaching and learning English during wartime. The most common among the learning platforms and applications were Zoom and Google Classroom, as well as Moodle, MS Teams, YouTube, and Classtime, listed by both university teachers and students. Social networks such as Telegram, Viber, Facebook etc. were widely used too. To conclude, the COVID-19 pandemic caused Ukrainian teachers and students master new tools to use at online lessons of English, during wartime the demand on already familiar tools, as well as the range of them, increased as they provided more interaction. Considering emotional aspects, the study revealed disturbing data on teachers’ well-being: nearly 50% confessed that they were burned out and emotionally devastated, close to 40% were tired and pushed themselves to continue teaching. Despite these challenges, the majority were able to find solutions in conflict situations with students and colleagues, two-thirds were sure that their work was even more important during the wartime and th","cbCaibEtQduB2VVa","https://ap.wps.com/l/cbCaibEtQduB2VVa","pdf",320900,15,"English","# Abstract\n# Introduction\n# Key findings and implications\n## COVID-19 challenges\n## Wartime challenges","[{\"question\":\"What research design was used to study English teaching and learning in Ukraine?\",\"answer\":\"The study used a mixed-method research design combining quantitative research with qualitative sources such as online interviews and written comments.\"},{\"question\":\"What platforms and applications were most commonly used for online English lessons?\",\"answer\":\"Zoom and Google Classroom were most common, with Moodle, MS Teams, YouTube, and Classtime also reported by both teachers and students.\"},{\"question\":\"How did the pandemic and wartime affect teachers and students emotionally?\",\"answer\":\"The study reports significant teacher burnout and emotional distress (nearly 50%), along with student difficulties tied to technical issues, communication problems, and increased homework during wartime.\"}]","TEACHING AND LEARNING ENGLISH AT HIGHER EDUCATIONAL INSTITUTIONS IN UKRAINE THROUGH PANDEMICS AND WARTIME | PDF",1792066805,38]