The Role of Innovative Technologies in Supporting the Educational Process of Ukrainian Higher Education Institutions in Wartime

Abstract

The aim of the study was to identify the role of innovative technologies in supporting the educational process in Ukrainian HEIs during the war. Attention was paid to under-researched solutions: edge/fog computing, low-resource AI for tutoring, energy-efficient offline mobile platforms, AR technologies, and blockchain registries. The study used a mixed design: questionnaires (n = 189) and semi-structured interviews. Teachers, students, and administration were involved in the study. The results showed that the highest average scores were received by energy-efficient mobile platforms (M = 4.1; SD = 0.86) and low-resource AI (M = 3.9; SD = 0.91). Edge/fog computing had an average score (M = 3.6), while AR (M = 3.3) and blockchain (M = 3.1) were rated lower. Correlation analysis revealed strong positive relationships between experience and readiness to implement technologies, particularly for AI (r = 0.55, p < 0.001). Factor analysis (PCA) identified two dimensions: “practical effectiveness” (mobile platforms, AI, edge/fog) and “innovation” (AR, blockchain), which explained 62.3% of the total variance. Qualitative analysis of interviews confirmed the presence of barriers: technical (unstable internet, lack of equipment), organizational (low support from administrations), and psychological (distrust of new tools). Respondents noted the flexibility, personalization, and motivational effect of using such technologies. These points considered that low-resource and energy-efficient solutions are the most promising for ensuring continuity of training in wartime conditions.