Problems of teaching English of teenagers in Ukraine (in wartime)

Abstract

The war in Ukraine has disrupted traditional learning environments, with widespread displacement of students and teachers, destruction of infrastructure, and limited access to educational resources. Psychological trauma, anxiety and stress among teenagers further hinder their ability to focus and retain new information. Teachers struggle to maintain consistent instruction due to interrupted schooling, lack of digital tools, and unreliable internet in conflict-affected regions. Moreover, the emphasis on survival and national identity often reduces the prioritization of foreign language learning, including English. Despite these obstacles, efforts to implement trauma-informed teaching practices, online education platforms, and international support highlight potential solutions to mitigate the impact of war on English education for teenagers. This study emphasizes the importance of flexible, supportive teaching strategies and global collaboration in ensuring the continuity of language education during times of crisis.