95% of teachers believe that students have become much worse at studying: survey results

The current level of education in Ukraine faces a number of complex challenges. After the COVID-19 pandemic, the education system was already under pressure, but the beginning of the full-scale invasion of Ukraine led to even more significant changes and losses in the educational process. Students who previously struggled to adapt to the online learning format now have to contend with new obstacles such as stress from the war, domestic problems, lack of access to a stable learning environment, and uncertainty about their future. In such a situation, it is important not only how teachers, students and parents cope with new challenges, but also what strategies are used to make up for lost knowledge and how to restore learning effectiveness.

According to the results of a survey conducted by the company Rakuten Viber together with the online education studio EdEra, it was investigated how Ukrainian teachers evaluate the changes in the academic results of students after the beginning of the full-scale invasion of Russia in Ukraine. The survey included approximately 1,000 teacher respondents who are part of the EdEra education community on Viber. 95% of the surveyed teachers are sure that the results of the students’ learning have deteriorated significantly, starting from February 2022. Their conclusions are based on their own observations, diagnostics conducted with students, communication with colleagues, as well as on student grades, which have significantly decreased compared to previous years.

83.8% of respondents noted that the main reasons for educational losses are household obstacles. These obstacles include unstable access to high-quality Internet, lack of suitable conditions for studying at home, and frequent blackouts, which significantly affect the ability of students to participate in classes. The second most important factor is the stress caused by the war – 73.7% of teachers pointed to the psychological state of students, which has significantly worsened due to constant threats to life, air anxiety and uncertainty about the future.

In addition, teachers highlight several other reasons that also significantly affect the decrease in student performance. 57.6% of respondents named long-term online education as one of the main obstacles. Despite the fact that the online format allows continuing education even in difficult conditions, it also creates problems with student engagement, their concentration and access to quality educational content. Also, 56.4% of teachers noted that many students do not understand their future, which leads to a loss of interest in learning. This creates an even greater gap between what the students are supposed to learn and their reality of not knowing when the war will end and what the future holds for them.

Additionally, 56.4% of teachers mentioned accumulated educational losses from the time of the COVID-19 pandemic, when students also experienced difficulties in adapting to online learning. Loss of motivation among students is another significant challenge: 53.4% ​​of teachers emphasized that students have lost interest in learning, not seeing the immediate need for it, due to constant changes in the format of education and the impact of war.

In response to these challenges, teachers are actively working to find methods to improve the situation and make up for educational losses. According to the survey, 90% of educators organize additional repetitions of the material for students to help them consolidate the topics covered. 49.3% of teachers give students additional tasks or recommend literature for independent study. Also, 47.8% of teachers cooperate with parents, providing advice on how to help children in learning outside of school. 44.2% of teachers conduct additional classes with students, and 29% organize extracurricular activities that contribute to better learning of the material.

It is important to understand that the responsibility for making up for educational losses cannot lie only with teachers. The majority of respondents – 74% – believe that students should also take an active part in this process. 72% of educators emphasize the important role of parents, who should support children and help them with their studies. Teachers themselves also recognize their role in this process: 69.1% of respondents indicated that teachers should be responsible for helping students learn the material. In addition, 53.9% of teachers believe that the Ministry of Education and Science of Ukraine should play an active role in solving this problem, while 29.1% of respondents indicate the importance of the participation of school administrations. Every fourth teacher (23.9%) notes that local authorities should also participate in overcoming educational losses.

In addition to traditional teaching methods, teachers also suggest using additional learning activities that can help students catch up on lost knowledge. Among them: self-study using open sources (video lessons, online courses) — this method is supported by 69.8% of respondents; an increase in the number of study hours, which was noted by 44.6% of teachers; attracting tutors (29.9%) and creating summer schools for students (29.2%). Also, 20.6% of the interviewed teachers support the idea of ​​adding another year of study for those students who have suffered significant educational losses.

This survey highlights the seriousness of the problems facing the Ukrainian education system today, as well as the importance of the active participation of all parties – students, teachers, parents, state bodies and local authorities – in the process of overcoming educational losses. The learning outcomes of future generations will depend on joint efforts and the search for effective solutions to restore the quality of education in conditions of war and crisis.