No abstract

This study aims to assess how to prevent the loss of academic potential due to the full-scale war unleashed by Russia on the territory of Ukraine. The paper establishes the relationship between the location of Ukrainian researchers and their ability to engage in scientific activity and determines the factors that decrease scientific efficiency during the war. Moreover, it identifies the influence of the scientists’ place of residence on their scientific efficiency. The sample comprises 172 lecturers from Berdyansk State Pedagogical University, Ukraine. This university was chosen because it was located in the temporarily occupied territory at the beginning of the war and later was relocated to another city. 40.8% of respondents who left the temporarily occupied territory for the Ukraine-controlled territories noted a decrease in the effectiveness of their scientific activities. Furthermore, 33.8% could not think about science at all. The most challenging situation is for those who went abroad: 55.6% show decreased scientific activity, and 27.7% note its complete absence. The most significant reasons that prevent scientific activity are financial instability, lack of access to equipment, loss of relevance of previously started research, inability to concentrate on science, poor quality or lack of Internet, and adaptation to a new residence.

This study presents the experience of managing Berdyansk State Pedagogical University in the first year of a full-scale war. The purpose is to analyze the impact of management decisions on the performance indicators of the university in the conditions of temporary occupation and relocation to a new place. The relocation of Berdyansk State Pedagogical University (BSPU) to a safer territory enabled the resumption of educational activities in May 2022, after 53 days of functioning under occupation by russian troops. University staff decreased by 13%, with 57% moving to Ukraine-controlled territories and 43% remaining in the occupied zone. In addition, the student contingent decreased by 15%. The university’s scientific activity during the war decreased for only 9% in publication activity, and funding for science in 2023 increased by 379% compared to 2021. The university continued its third mission of social cooperation by providing humanitarian and psychological assistance and documenting the testimonies of people affected by the occupation. The university community currently exists in a virtual format, with staff and students in different parts of Ukraine and the world. The university must look to the future and overcome existing problems, such as preserving academic potential and student contingent, restoring electronic systems, and continuing pedagogical education. AcknowledgmentThis study was funded by the Ministry of Education and Science of Ukraine (grants 0121U10942 and 0123U100110).We are grateful to the Armed Forces of Ukraine for providing the security necessary to conduct this analysis. This work would not have been possible without the perseverance and courage of the Ukrainian army.We also thank the entire team of Berdyansk State Pedagogical University. Thanks to your perseverance, resilience, and unity, the university continues to operate for the development of Ukraine.

Science holds the key to the progress and development of any country. The full-scale war of the Russian Federation against Ukraine makes some adjustments to the possibilities of scientific activity. To some extent, it depends on the regional context, since the territory of Ukraine is conditionally divided into three zones: 1) territories that had/have active hostilities; 2) regions that do not have the direct escalation of hostilities; 3) temporarily occupied territories. Our research highlights the impact of the Russian-Ukrainian war on the research activity at the university that has been under temporary occupation. Quantitative and qualitative analysis of the results of the scientists’ survey and included observation allows one to determine the main problems and challenges faced by scientists in occupation conditions. It was determined that in the conditions of occupation, scientists not only lack access to the necessary equipment but are also subject to moral and psychological pressure. However, understanding the meaning and value of one’s scientific achievements for the victory and post-war recovery of Ukraine, the support of the world scientific community inspires creation even in the moment of hardships

The article considers the scientific-psychological approaches of the concept of «understanding»: psychological hermeneutics, cognitive, logical semantic, psychosemantic, psycholinguistic, subjective, and communicative. It was proved that the interpretation of understanding as a process of reveal the meaning and content of a particular phenomenon was common for the beforementioned approaches. That is accompanied with a person's confidence in the accuracy of own conclusions and due to the action of a number of factors that affect the adequacy, completeness and depth of the information received. The preschool teacher's understanding of a child's personality is considered in three directions: as a goal, as a process, as a result. These directions are interdependent. It is emphasized the complexity of understanding as a process, caused by the influence of a number of objective and subjective factors. The authors of the article consider the types of understanding of the individual characteristics of the child by the preschool teacher. It is proved that the optimal interaction between the educator and the children is the position of the understanding-dialogue, in which the adult not only treats the child as a kind of complex individual characteristics with a rich inner world, but also gives the feedback. This creates trust and support, and facilitates to reveal the capacity of the child. It was described a lot of subjective factors influencing the understanding of the child's personality by the preschool teacher. Some of the subjective factors are established to influence the process of understanding both positively and negatively. The results having been received in this research proved that the subjectsubject type of understanding is the best for pedagogical activity. This type of understanding provides that the preschool teacher seeks to reveal adequately the individual characteristics of the child, admits her or his uniqueness, supports in every possible way the efforts aimed at her or his self-affirmation, self-realization, self-expression and self-development. Key words: understanding, stages of understanding, types of understanding of the child's personality by preschool teacher, subjective factors of understanding. Вступ Проблема розуміння є однією з центральних проблем не лише у психології та педагогіці, а й в усіх гуманітарних науках. Це пов'язано, передусім, із тим, що сучасне суспільство перебуває в постійному пошуку сприятливих