By Natalia Rudzynska | International Partnerships Director
Highlights at a glance
During this reporting period, there were no direct learning activities with children on the POVIR platform. However, the core team continued important strategic and content-development work to prepare the project for its next stage.
Key progress included:
What we worked on
In this quarter, the project moved from direct student-facing activities to internal development, reflection, and strategic positioning.
A key area of work was the involvement of the core POVIR team in the development of an online course on social and emotional learning. The course is planned for launch in autumn and is intended to support teachers across Ukraine. Our ambition is for this course to become part of the essential professional learning offer for Ukrainian teachers, as social and emotional learning is increasingly important for education recovery, student wellbeing, and teacher resilience.
The course draws, in part, on the experience accumulated through POVIR, especially the platform’s work with teachers and SEL educators. Previous POVIR activities helped us better understand how teachers can support students not only academically, but also through motivation, wellbeing practices, and safe learning relationships.
We also continued working on the future scaling and positioning of POVIR. In the previous reporting period, we planned to finalize the scaling model and seek funding for the first scaling stage, as well as continue improving the platform’s functionality for scaling. This quarter, this work continued through strategic discussions on how POVIR could be adapted and presented beyond Ukraine.
In particular, we explored how POVIR could be relevant for international markets. The platform was originally developed to help children overcome learning losses and gaps, but its model may also be useful in contexts where education systems need to support social cohesion, inclusion, and adaptation. This could be especially relevant for vulnerable groups, including migrant children, displaced communities, and other learners who may be excluded from stable educational opportunities.
Challenges
The main challenge this quarter was that the project did not include direct activities with children. This means there are no new student participation numbers or direct learning outcomes to report for this period.
At the same time, this pause in student-facing delivery created space for important internal work: strengthening the methodological basis of the project, connecting POVIR’s experience with broader teacher professional learning, and exploring new pathways for sustainability and international relevance.
What’s planned next
In the next quarter, we plan to continue work in several directions:
The next stage of work will help clarify how POVIR can continue serving Ukrainian education while also becoming a model that may be adapted for other contexts affected by disruption, displacement, and inequality.
By Natalia Rudzynska | International Partnership Director
By Natalia Rudzynska | International Partnership Director
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