SOCIAL AND EDUCATIONAL ADAPTATION OF UKRAINIAN TEACHERS AND STUDENTS TO THE EDUCATIONAL SYSTEM OF POLAND IN THE CONTEXT OF FORCED MIGRATION

Abstract

The article presents the results of a study on the socio-pedagogical adaptation of Ukrainian teachers in Poland under conditions of forced migration, in the context of cross-system educational integration of students. The relevance of the topic stems from the transformations in the educational landscape caused by the war and the growing number of Ukrainian students in European countries. The empirical basis consists of data from a questionnaire survey and focus group interviews, which reflect the professional experiences of Ukrainian teachers within the host country’s education system.

 The results obtained allow us to reconstruct the characteristics of teachers’ integration into a new educational environment, in which various educational practices, norms, and communication models are combined. Teachers’ professional activities take on a comprehensive nature and combine educational, mediating, and supportive functions. In this context, the teacher serves as a link between the Ukrainian and Polish educational systems, ensuring the coherence of the educational process and providing support to students. This role requires a flexible integration of professional experience with new educational requirements and norms of interaction.

The adaptation of Ukrainian teachers and students is presented as a multidimensional process that combines professional, social, and psychological aspects. Preserving students’ educational and cultural identity while integrating them into a new educational environment takes on particular significance.

The study analyzes the factors that complicate these processes, including language barriers, institutional differences, the specific features of the educational process, and the conditions for teachers’ professional development, and highlights the importance of a supportive educational environment that promotes stability in professional practice and effective interaction with students.

Attention is focused on the importance of systemic support for Ukrainian teachers as a vital resource for ensuring the stability and quality of the educational process in the context of prolonged migration, as well as a factor in harmonizing interactions between educational systems.