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TAM Report / Ukraine - Inclusive higher education under emergency

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Petya Mitova • 18 December 2025
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GENERAL INFORMATION

TAM title: Development of an Inclusive Educational Environment Based on a Student-Centered Approach under Emergencies

Type of Event: Webinar

Modality: Online

Country: Ukraine

Dates: 7–8 October 2025

Participants: Approximately 70 participants attended the webinar, including representatives of Ukrainian higher education institutions, academic staff, students, HERE members, quality assurance bodies, and officials from the Ministry of Education and Science of Ukraine.

              

THEMES COVERED

  • Inclusive higher education under emergency and crisis conditions
  • Student-centered learning and individual learning pathways
  • Universal Design for Learning (UDL) in curriculum design
  • Digital tools and platforms supporting inclusive education
  • Quality assurance implications of student-centered approaches
  • Alignment with EHEA principles and national legal frameworks

 

KEY OUTCOMES

During the workshop, participants:

  • Examined how Universal Design for Learning can support equitable access and flexible learning pathways.
  • Reflected on quality assurance challenges when shifting from control-based to trust-based learning models.
  • Contributed to the preparation of policy-oriented recommendations aligned with EHEA principles.

OVERVIEW

The two-day TAM webinar addressed the development of inclusive educational environments in higher education under emergency conditions, with a strong focus on student-centered learning. The programme combined expert-led interactive presentations with contributions from national authorities and higher education institutions. Core topics included EHEA principles, scientific foundations of student-centered learning, Universal Design for Learning, and the implications of emergencies for programme design, assessment, and lecturer roles.

Interactive online activities were used to actively engage participants, including co-created reflections on inclusive student-centered learning and exercises focused on competency-based learning outcomes. The second day concentrated on structured discussions with HEREs, higher education representatives, and policymakers, aiming to identify gaps between EHEA policies and the national legal framework. Case examples from Ukrainian universities illustrated practical responses to the challenges faced by students and staff affected by the war, highlighting both short-term adaptations and longer-term strategic needs.

 

THE FOLLOW UP ACTIVITY

Title of the activity: Providing Quality Teaching and Learning for Sustainable Development under Emergencies/Crises

Dates: 23 December 2025

Audience: HERE experts acting as policymakers and representatives of higher education institutions, including 15 participants (4 NEO representatives and 11 HEREs) from the Parliament of Ukraine, the Ministry of Education and Science of Ukraine, the National Agency for Higher Education Quality Assurance, the National Qualification Agency, the National Academy of Educational Sciences of Ukraine, and academics from leading Ukrainian universities. The online session also reached 43 additional viewers through the video recording.

Description: This online workshop and HERE meeting focused on ensuring quality teaching and learning for sustainable development in higher education during emergency and crisis situations. The event opened with reflections on the impact of the Erasmus+ Programme and Ukraine’s participation in it. HERE representatives from the Ministry of Education and Science of Ukraine presented an overview of ongoing higher education reforms implemented under emergency conditions in 2025, in line with EHEA principles and national legislation.

Participants discussed key topics including quality assurance of teaching and learning under crises, developments related to the Draft ESG 2027, and the ongoing revision of the ECTS Guide. The discussion also addressed how accreditation processes and institutional self-assessment mechanisms can be adapted to crisis contexts.

The follow-up activity resulted in proposals to improve accreditation requirements and institutional self-assessment procedures for higher education institutions operating under emergency conditions, as well as the identification of future HERE and NEO activities to support higher education reform and quality assurance in line with EHEA and Erasmus+ priorities for 2026.

 

ENHANCING IMPACT: PROPOSED NEXT STEPS

  • Continue documenting, researching, and sharing Ukrainian experiences of inclusive higher education under emergencies, while aligning them with EHEA principles.
  • Invest in continuing professional development for academic staff and educational developers on student-centered and inclusive teaching approaches.
  • Strengthen dialogue with diverse student groups to better understand needs and expectations in emergency and post-emergency contexts.
  • Further develop digital infrastructure and shared e-learning platforms accessible to all higher education institutions and learners.
  • Support the integration of student-centered learning principles into national strategies, legal frameworks, and quality assurance regulations.

 

RESOURCES AND BACKGROUND MATERIAL

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