ADAPTIVE STRATEGIES FOR THE DIGITALIZATION OF VOCATIONAL TRAINING DURING WARTIME

Abstract

The article presents a comprehensive theoretical and applied study of adaptive strategies for the digitalization of vocational training amidst the full-scale war in Ukraine. The author provides a detailed analysis of the fundamental transformation of the educational paradigm, triggered by the need to maintain the continuity of specialist training against the backdrop of critical security risks, the destruction of material and technical infrastructure, and the mass migration of educational stakeholders. Through the lens of the «technological mediation» concept, the evolution of digital solutions is examined from the initial pandemic response to strategic adaptation under martial law. Particular focus is placed on the integration of cloud technologies, artificial intelligence tools, and micro-learning methodologies as fundamental components for building a resilient educational system capable of functioning in extreme conditions.

It is established that the key factor in the stability of vocational education is the formation of «digital adaptability» the system's capacity for dynamic transformation in response to infrastructural challenges. Through an analysis of scholarly work from 2014–2026, strategic vectors for the development of the digital ecosystem are identified, based on the implementation of asynchronous learning models and the use of «lecture capture» technologies. The role of institutional network cooperation and open scientific-educational systems is outlined as resources that minimize the negative impact of war. Emphasis is placed on reimagining the professional role of the educator, who in modern crisis conditions transforms from a transmitter of knowledge into a moderator of digital ecosystems and a «learning experience designer», requiring a high level of personalized digital competence.

The study proves that the systematic implementation of adaptive strategies, combining security protocols with innovative EdTech solutions, is the only viable path to ensuring the quality of vocational training. It is substantiated that the use of intelligent learning management systems and horizontal university interaction allows not only for the mitigation of current infrastructural losses but also lays the groundwork for the competitiveness of specialists during Ukraine's post-war reconstruction.

The purpose of the article is to theoretically substantiate the content and structural components of adaptive strategies for the digitalization of professional training, aimed at ensuring the resilience, safety, and quality of education under martial law and post-war recovery.

The methodological basis of the study involves systemic and competency-based approaches. A complex of theoretical methods was utilized: systemic-structural analysis of regulatory documents and scientific sources (2014–2026), the method of scientific specification to define the essence of the «digital adaptability» determinant, and the synthesis of domestic and foreign experience regarding the digital transformation of the university environment.

The scientific novelty of the obtained results is as follows: for the first time, a holistic model of adaptive digitalization for vocational training under martial law has been theoretically substantiated, with the key feature being the integration of decentralized network cooperation («peer-to-peer») and asynchronous «lecture capture» technologies, which ensures didactic resilience in conditions of critical infrastructural instability; the conceptual understanding of the educator's professional role has been further developed, identifying them as a «learning experience designer» and a moderator of digital ecosystems; the feasibility of using artificial intelligence as a strategic «co-pilot» for the teacher to personalize learning and free up resources for empathetic interaction with students has been proven; the content of the «digital adaptability» determinant of the educational system has been clarified, which, unlike traditional «digitalization», is interpreted as the system's capacity for the immediate reconfiguration of educational trajectories and security protocols in response to extreme external challenges.