Inclusiveness in higher education of Ukraine: perception of culture, policies and practices
Keywords:
Ukraine, war, inclusiveness, inclusive education, higher education, universities, sustainable development, vulnerable categories, institution of higher education, inclusive educational environment; Sustainable Development Goal 4Synopsis
This chapter examines the perception of inclusiveness in Ukrainian higher education institutions, analyzing the culture, policies and practices that aim to create a more open and diverse educational environment. In the context of global efforts to promote sustainable development and achieve its goals, the article examines how inclusive higher education initiatives can respond to contemporary challenges by promoting equal access to quality education for all higher education seekers, including vulnerable groups. On the basis of a large-scale study, conducted among students of higher education of various specialties and levels of study (a total of 4,436 people) and employees of higher education institutions, including administrative, teaching and support staff (a total of 821 people), the authors identify key barriers and opportunities for improving inclusiveness in Ukrainian universities, through the prism of indicators "Inclusive culture in higher education", "Inclusive policy in higher education" and "Inclusive practices in higher education", emphasizing the importance of integrated approaches that contribute to quality education and ensure sustainable development of society. The authors offer recommendations for improving inclusive culture, policies, and practices, emphasizing the need for resource support and curriculum flexibility to meet diverse educational needs.
References
Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (2015). ED-2016/WS/28. UNESCO. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000245656
Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6 (1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
Martinez-Acosta, V. G., Favero, C. B. (2018). A Discussion of Diversity and Inclusivity at the Institutional Level: The Need for a Strategic Plan. Journal of Undergraduate Neuroscience Education, 16 (3), A252–A260.
Mytsyk, H., Popova, A., Bohdanova, M. (2024). The Use of Gamification in the System of Social and Psychological Adaptation of Forcibly Displaced Teenagers from Ukraine: Reflections of the German Experience. Journal of Education for Students Placed at Risk (JESPAR), 1–27. https://doi.org/10.1080/10824669.2024.2309359
Al-Hendawi, M., Alodat, A. M. (2023). Inclusive education of refugee students with disabilities in higher education: a comparative case study. Humanities and Social Sciences Communications, 10 (1). https://doi.org/10.1057/s41599-023-02410-6
Makhovych, I. (2024). 'Education is possible in any situation' – what I've learnt from teaching in Kyiv amid a war. Nature, 626 (8001), 929–929. https://doi.org/10.1038/d41586-024-00588-6
Suchikova, Y., Tsybuliak, N., Lopatina, H., Popova, A., Kovachov, S., Hurenko, O., Bogdanov, I. (2023). Is science possible under occupation? Reflection and coping strategy. Corporate Governance and Organizational Behavior Review, 7 (2), 314–324. https://doi.org/10.22495/cgobrv7i2sip10
Tsybuliak, N., Suchikova, Y., Gurenko, O., Lopatina, H., Kovachov, S., Bohdanov, I. (2023). Ukrainian universities at the time of war: From occupation to temporary relocation. Torture Journal, 33 (3), 39–64. https://doi.org/10.7146/torture.v33i3.136256
Nenko, Y., Orendarchuk, O., Prysiazhniuk, Y., Shevchenko, O. (2023). Ukrainian education during war: a scoping review. Práxis Educacional, 19 (50), e11951. https://doi.org/10.22481/praxisedu.v19i50.11951
Lopatina, H., Tsybuliak, N., Popova, A., Bohdanov, I., Suchikova, Y. (2023). University without Walls: Experience of Berdyansk State Pedagogical University during the war. Problems and Perspectives in Management, 21 (2), 4–14. https://doi.org/10.21511/ppm.21(2-si).2023.02
Kurapov, A., Pavlenko, V., Drozdov, A., Bezliudna, V., Reznik, A., Isralowitz, R. (2022). Toward an Understanding of the Russian-Ukrainian War Impact on University Students and Personnel. Journal of Loss and Trauma, 28 (2), 167–174. https://doi.org/10.1080/15325024.2022.2084838
Popovych, I., Hudimova, A., Bokhonkova, Y., Savchuk, O., Hoian, I., Shevchenko, N. (2023). Dispositional Mental States of Internally Displaced University Teachers Under Martial Law: Gender Differences. Journal of Education Culture and Society, 14 (2), 171–187. https://doi.org/10.15503/jecs2023.2.171.181
Tsybuliak, N., Suchikova, Y., Shevchenko, L., Popova, A., Kovachev, S., Hurenko, O. (2023). Burnout dynamic among Ukrainian academic staff during the war. Scientific Reports, 13 (1). https://doi.org/10.1038/s41598-023-45229-6
Suchikova, Y., Tsybuliak, N. (2023). Universities without walls: global trend v. Ukraine's reality. Nature, 614 (7948), 413. https://doi.org/10.1038/d41586-023-00380-y
Suchikova, Y., Tsybuliak, N., Lopatina, H., Shevchenko, L., I. Popov, A. (2023). Science in times of crisis: How does the war affect the efficiency of Ukrainian scientists? Problems and Perspectives in Management, 21 (1), 408–424. https://doi.org/10.21511/ppm.21(1).2023.35
Suchikova, Y. (2023). A year of war. Science, 379 (6634), 850. https://doi.org/10.1126/science.adh2108
Bohdanov, I., Suchikova, Y., Kovachov, S., Hurenko, O., Aleksandrova, H. (2023). Youth views on the role of local government and universities in the development of deoccupied territories. Knowledge and Performance Management, 7 (1), 29–46. https://doi.org/10.21511/kpm.07(1).2023.03
Gurenko, O., Suchikova, Y. (2023). The Odyssey of Ukrainian Universities: From quality assurance to a culture of quality education. Management in Education. https://doi.org/10.1177/08920206231218351
Rome Ministerial Communiqué (2020). Ministerial conference of the EHEA. Available at: https://ehea.info/Upload/Rome_Ministerial_Communique.pdf
Action plan on the integration and inclusion. Migration and Home Affairs (2020). European Commission. Available at: https://home-affairs.ec.europa.eu/policies/migration-and-asylum/legal-migration-and-integration/integration/action-plan-integration-and-inclusion_en
Universal declaration of human rights (Vol. 3381) (1949). United Nations. General Assembly. Department of State, United States of America. https://www.un.org/en/about-us/universal-declaration-of-human-rights
Konventsiia pro prava osib z invalidnistiu (2006). Konventsiia No. 995_g71. 13.12.2006. Available at: https://zakon.rada.gov.ua/laws/show/995_g71/ed20061213#Text
Quinn, G. (2009). A short guide to the United Nations Convention on the Rights of Persons with Disabilities. Eur. YB Disability L., 1, 89. Available at: https://heinonline.org/HOL/Landing-Page?handle=hein.journals/euydisl1&div=8&id=&page=
The Salamanca statement and framework for action on special needs education (1994). World Conference on Special Needs Education: Access and Quality. UNESCO, 47. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000098427
Copenhagen Declaration on Social Development (1995). Declaration of United Nations A/CONF.166/9. Available at: https://www.un.org/en/development/desa/population/migration/generalassembly/docs/globalcompact/A_CONF.166_9_Declaration.pdf
The Dakar Framework for Action: Education for All: meeting our collective commitments (2000). UNESCO programme and meeting document. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000121147/
Incheon Declaration: Education 2030: Towards inclusive and equitable quality education and lifelong learning for all (2015). UNESCO programme and meeting document. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000233813
Lopatina, H., Tsybuliak, N., Popova, A., Hurenko, O., Suchikova, Y. (2023). Inclusive education in higher education institution: Are Ukrainian faculty members ready for it? Research in Education, 118 (1), 49–72. https://doi.org/10.1177/00345237231207721
Hurenko, O., Bohdanov, I., Tsybuliak, N., Lopatina, H., Suchikova, Y., Popova, A. (2023). Development of an Inclusive Educational Environment in Higher Education Institutions: A Project Approach Using IDEF0. 2023 IEEE 18th International Conference on Computer Science and Information Technologies (CSIT). https://doi.org/10.1109/csit61576.2023.10324022
Salceda Mesa, M., Ibáñez García, A. (2015). Adaptation of Index for Inclusion to the field of higher education: Preliminary study. Intangible Capital, 11 (3). https://doi.org/10.3926/ic.647
Both, T., Ainscow, M. (2002). Index for inclusion: developing learning and participation in schools. Centre for Studies on Inclusive Education (CSIE), 106.
Solis-Grant, M. J., Espinoza-Parçet, C., Sepúlveda-Carrasco, C., Pérez-Villalobos, C., Rodríguez-Núñez, I., Pincheira-Martínez, C. et al. (2022). Inclusion at universities: Psychometric properties of an inclusive management scale as perceived by students. PLOS ONE, 17 (1), e0262011. https://doi.org/10.1371/journal.pone.0262011
De la Herrán, A., Paredes, J., Monsalve, D. V. (2017). Questionnaire for the evaluation of university inclusive education (CEEIU). Revista Complutense de Educación, 28 (3), 913–928. https://doi.org/10.5209/rev_rced.2017.v28.n3.50947
Márquez, C., Sandoval, M., Sánchez, S., Simón, C., Moriña, A., Morgado, B. et al. (2021). Evaluación de la Inclusión en Educación Superior Mediante Indicadores. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educación, 19 (3), 33–51. https://doi.org/10.15366/reice2021.19.3.003
Ukraine – Area Baseline Assessment (Hromada level) – Round 29. (2023). Displacement Tracking Matrix. Available at: https://dtm.iom.int/datasets/ukraine-area-baseline-assessment-hromada-level-round-29
Popova, A., Kovachov, S., Lopatina, H., Tsybuliak, N., Suchikova, Y., Bohdanov, I. (2023). High-Quality Digital Bichronous Education for Nanoengineers During the War in Ukraine: Does Technology Knowledge Matter? 2023 IEEE 5th International Conference on Modern Electrical and Energy System (MEES). https://doi.org/10.1109/mees61502.2023.10402460
Peregudova, V. (2023). People learn fastest on the barricades: Science at war. Management in Education. https://doi.org/10.1177/08920206231188018
Downloads
Pages
Published
License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
