Keep Learning Alive in Rural Ukraine During War

During December–February, the educational process took place under significant challenges. Frequent power outages and the forced transition to remote learning formats affected the stability of the academic rhythm. Teachers therefore focused on core instructional activities, particularly the implementation of project-based learning and providing support to students during a difficult winter period.

Eleven program participants implemented project-based learning initiatives, engaging approximately 300 students. These projects combined academic content with practical application of knowledge and fostered the development of critical thinking, collaboration, and creative skills.

One example is the “Vertep” project, implemented by Olena Matviichuk, a teacher at a school in Kyiv region. The project aimed to explore Ukrainian calendar-ritual traditions and translate them into a theatrical performance format. Students researched Christmas traditions in Ukraine, studied the history and structure of the vertep (traditional nativity play), analyzed performance samples, and created decorations and costume elements. The project culminated in a performance presented to students and teachers at the school. This initiative contributed to a deeper understanding of cultural heritage and strengthened a sense of intergenerational continuity.

Another example is a STEM project led by Dmytro Demianenko, a teacher in Odesa region, focused on creating a functional prototype of an interactive smart home during computer science lessons. Students developed a three-dimensional model using design software, produced individual components through 3D printing, and integrated electronic elements based on Arduino. Throughout the project, they acquired practical skills in 3D modeling, programming, electronics, and basic engineering analysis. The project demonstrated the effectiveness of integrating STEM approaches into school education.

In addition to academic activities, teachers paid close attention to students’ social and emotional well-being. During the challenging winter period, participants initiated small but meaningful activities aimed at fostering a sense of safety and support. For instance, in Poltava region, teacher Olia Levchuk organized a joint ice cream–making activity with her students — a simple yet impactful practice that helped restore a sense of normalcy and trust in a context of instability.

In February, an extracurricular project training was conducted for program participants to strengthen their competencies and prepare for the launch of new extracurricular initiatives. The rollout of extracurricular projects is currently underway, expanding educational opportunities for students.We expect that approximately 550 students will participate in extracurricular projects.

The first wave of catch-up classes has also been completed. Through additional lessons, participants reached 363 students and delivered approximately 750 sessions. The program is designed to address learning losses and provide targeted academic support. Enrollment for the next wave is currently open to expand outreach and support a new group of students.

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