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This study examines the impact of migration processes on burnout among Ukrainian university academic staff during the full-scale war. A survey involving 836 participants from 164 higher education institutions revealed that 37% of respondents became forced migrants, either internally (24%) or externally (13%). Significant connections were found between forced migration and burnout among academic staff, with noticeable distinctions between external migrants, internal migrants, and non-migrants. Academic staff who were forced to migrate displayed higher levels of emotional exhaustion compared to non-migrant counterparts. External migrants experienced energy depletion, while internal migrants reported reduced professional accomplishment. Inadequate pay, social security instability, increased professional activity, insufficient state support, anxiety, constant stress, and concern for their country, city, and university were common factors contributing to burnout among all groups. External migrants faced challenges with social protection, team relations, and workload. Internal migrants encountered difficulties in rebuilding professional activities and experienced a heightened sense of danger, particularly for those living in temporarily occupied territories. The findings highlight the necessity for targeted support strategies to address the unique needs of academic staff during conflict and migration, promoting their mental health and resilience at the policymaker and university administrator levels during times of crisis by implementing support strategies and programs to help them cope with the challenges of migration and promote overall job satisfaction for quality education of the next generation of citizens. Plain language summary: This study investigates how migration processes impact burnout among Ukrainian university academic staff during the full-scale war. We surveyed 836 participants from 164 higher education institutions, with 37% of respondents becoming forced migrants, either internally (24%) or externally (13%). Significant connections were observed between forced migration and burnout among academic staff, revealing distinctions between external migrants, internal migrants, and non-migrants. Forced migrant academic staff experienced higher emotional exhaustion, while external migrants faced energy depletion, and internal migrants reported reduced professional accomplishment. Common factors contributing to burnout included inadequate pay, social security instability, increased professional activity, insufficient state support, anxiety, constant stress, and concern for their country, city, and university. External migrants faced challenges with social protection, team relations, and workload, while internal migrants encountered difficulties in rebuilding professional activities and faced a heightened sense of danger in temporarily occupied territories. The findings emphasize the need for targeted support strategies for academic staff during conflict and migration, promoting mental health and resilience. Policymakers and university administrators can implement support programs to help academic staff cope with migration challenges and enhance job satisfaction for quality education. While this study provides valuable insights, it also has limitations that warrant further research. [ABSTRACT FROM AUTHOR]

Quality higher education involves making it accessible to students with special needs and disabilities. Therefore, the implementation of inclusive education is a certain indicator of quality among higher education institutions (HEIs). At the same time, faculty members play a fundamental role in promoting inclusive learning environments working with students with disabilities. The aim of research is to determine the readiness of faculty members to implement an inclusive education in Ukrainian HEIs, because their willingness to work defines the practical implementation of legislative and regulatory initiatives regarding the organization of inclusive education in the actual educational practice. For this, we conducted a survey among 186 faculty members with different age, teaching experience, and professional category. The results confirm that the faculty of HEI are primarily focused on working with students with normative development and almost do not take into account the characteristics of educational difficulties of students with disabilities. In addition, their level of knowledge about basic legal and regulatory documents, elements of an inclusive learning environment, and typical problems of implementing an inclusive approach in the educational process of HEI are not uniform. But faculty members showed their readiness to master the practices of implementing an inclusive learning environment in higher education institutions. The results obtained can be useful for the development of institutional policies for the implementation of inclusive education in HEIs. [ABSTRACT FROM AUTHOR]

In the conditions of unstable political, economic and social development of society the problem of quality of life, well-being, satisfaction of each citizen of the country acquires special importance. Research has shown that happiness is determined by various factors (age, marital, social and financial status, physiological status, social relations, personal characteristics), its level changes throughout life and can be corrected by certain psychological methods of influence. The purpose of our study was to study the state of development of the problem of happiness and study the content of the ideas of young people about happiness, their characteristics depending on gender and professional orientation. In order to study the peculiarities of the young generation's ideas about happiness, we studied 250 third-year students aged 20 to 22 years of various specialties. The researched questionnaire was asked to answer the questions, the analysis of which helped to make generalized conclusions about their ideas about happiness. The most of students rate their level of happiness as high or medium. But their level of happiness is much higher than their level of success, which can lead to a contradiction between the desire for success and happiness. This state of affairs requires correction of the content of ideas about happiness in adolescence by providing educational information about awareness of success as a process of selfrealization and a component of happiness, the desire for integrated satisfaction of both material and spiritual needs for full personal development. [ABSTRACT FROM AUTHOR]

Introduction: This paper presents a deep analysis of the impact of the Russian occupation on the activities of Berdyansk State Pedagogical University in Ukraine. This reflection sheds light on numerous challenges faced by the university community under occupation due to the the Russia's full-scale war against Ukraine, particularly emphasizing human rights violations and academic freedom., Methods: Utilizing a mixed-method approach, this study employs document analysis, online surveys, and semi-structured interviews., Results: The findings reveal a profound impact of war and occupation on academic and physical freedom. We share the experiences of staff and students during life under occupation, which are filled with fear of violent actions by the occupiers. Berdyansk State Pedagogical University had to adapt to changing conditions, transitioning to a digital educational platform and decentralizing its structure while concurrently fulfilling its third mission: social service and support of the university community and Berdyansk local community., Discussion: Our research-reflective piece calls for intervention and further research toward developing effective strategies to protect the rights of staff and students of higher educational institutions in conditions of war and occupation. Conclusions provide a critical view of the catastrophic consequences for academic communities and science if timely measures are not taken.