Volodymyr Starosta
https://orcid.org/0000-0002-5880-2482
EDUCATIONAL MIGRATION IN THE MIRROR OF CRISIS: COMPARING THE INTENTIONS OF PRESCHOOL AND SCHOOL TEACHERS (2020–2025)
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Language: Ukrainian
Abstract. The study’s relevance is driven by the necessity to analyze the impact of two massive crises – the COVID-19 pandemic and the military state – on the migration intentions of a key category of educational workers: preschool teachers and school teachers. The research aims to identify and analyze the dynamics and changes in educators’ migration sentiments between two study stages: 2020–2021 (the pandemic) and 2022-2025 (martial law in Ukraine). Examining educators’ migration intentions is critically important for assessing the personnel potential of the education system in the context of post-war recovery. Research methods included an online survey among preschool and school teachers (to identify desired places of employment and intentions to relocate) and a comprehensive analysis of literary sources (comparing migration factors: “pull” and “push”). The results from the literature review confirmed that war migration poses a significant threat to the country’s demographic dynamics. Empirical survey data revealed a statistically significant decrease in educators’ migration intentions during martial law compared to the peak of the pandemic, indicating a high level of professional resilience and adaptability within the educational community during a prolonged crisis. No statistically significant differences in migration intentions were found between educator groups (preschool teachers and school teachers) within the same crisis period, suggesting a universal nature of the crisis’s impact on the professional community, where structural differences between types of educational institutions are overridden by the general factor of security and professional commitment. It is concluded that there is a need to support the existing high resilience and to develop targeted programs aimed at encouraging the return of those who have already left.
Keywords: educational migration, COVID-19 pandemic, martial law, migration intentions, pedagogical staff, personnel crisis.
https://doi.org/10.32987/2617-8532-2025-4-30-39
Keywords: educational migration, COVID-19 pandemic, martial law, migration intentions, pedagogical staff, personnel crisis.
https://doi.org/10.32987/2617-8532-2025-4-30-39
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2. Libanova, E. M. (2024). War Migration’ From Ukraine: Problems and Development Prospects. Ukrainian Geographical Journal, 4, 3-11. DOI: https://doi.org/10.15407/UGZ2024.04.003 [in Ukrainian].
3. Terepyshchyi, S. (2023). Transformation of the educational landscape of Ukraine: The impact of migration processes and integration strategies after February 24, 2022. Visnyk of the Lviv University. Series: Philosophical-Political Studies, 49, 152-160. DOI: https://doi.org/10.30970/PPS.2023.49.19 [in Ukrainian].
4. Starosta, V. (2018). Some aspects of educational migration in Ukraine. Scientific Bulletin of the Mykolaiv National University. Series: Pedagogical Sciences, 4(63), 157-165. Retrieved from http://nbuv.gov.ua/UJRN/Nvmdup_2018_4_32 [in Ukrainian].
5. Mishchuk, H., & Oliinyk, O. (2022). Assessment of migration attitudes and professional aspirations of scientists in the conditions of war in Ukraine. Social Economics, 64, 5-12. DOI: https://doi.org/10.26565/2524-2547-2022-64-01 [in Ukrainian].
6. Tsybuliak, N., Lopatina, H., Shevchenko, L., Popova, A., & Suchikova, Y. (2024). Burnout and Migration of Ukrainian University Academic Staff During the War. SAGE Open, 14(3). DOI: https://doi.org/10.1177/21582440241279137.
7. McDaid, R., & Nowlan, E. (2021). Barriers to recognition for migrant teachers in Ireland. European Educational Research Journal, 21(2), 247-264. DOI: https://doi.org/10.1177/14749041211031724.
8. Rana, L. (2021). Diverse perspectives of migrant student teachers in early childhood education. Policy Futures in Education, 19(6), 691-702. DOI: https://doi.org/10.1177/1478210320956501.
9. Neugebauer, M., Klein, O., & Jacob, M. (2022). Migrant teachers in the classroom: a key to reduce ethnic disadvantages in school? International Studies in Sociology of Education, 33(2), 203-221. DOI: https://doi.org/10.1080/09620214.2022.2132983.
10. Kim, G. M., & Cooc, N. (2023). Student immigration, migration, and teacher preparation. Journal of Ethnic and Migration Studies, 49(13), 3222-3244. DOI: https://doi.org/10.1080/1369183X.2022.2057283/.
11. Sattin-Bajaj, C., Alcazar, J. B., Hong, D. D. D., & Romo-González, M. (2023). An expanded framework for preparing teachers to educate children of immigrant backgrounds. Teaching and Teacher Education, 129, 104120. DOI: https://doi.org/10.1016/j.tate.2023.104120.
12. Kurucz, C., Hachfeld, A., Lehrl, S., & Anders, Y. (2023). The importance of migration-related beliefs of preschool teachers for the quality of educational practice. Zeitschrift fur Erziehungswissenschaft, 26(1), 211-242. DOI: https://doi.org/10.1007/s11618-023-01141-3.
13. McDaid, R. (2025). Integration of Ukrainian refugee teachers in Ireland? Intercultural education, 36(2), 182-201. DOI: https://doi.org/10.1080/14675986.2025.2457869.
14. Chybis, L., Lamping, S., Dobinson, T., & Ford, K. (2025). Professional Transition in Australia: Ukrainian Migrant Teachers’ Lived Experiences. Journal of Intercultural Studies. DOI: https://doi.org/10.1080/07256868.2025.2519249.
15. Rataj, M., & Berezovska, I. (2023). Addressing challenges with Ukrainian refugees through sustainable integration: response of the educational community in Poland. Journal of Further and Higher Education, 47(9), 1221-1227. DOI: https://doi.org/10.1080/0309877X.2023.2241386.
16. Woltran, F., Hassani, S., & Schwab, S. (2023). Schooling of Refugee Students from Ukraine in Austria and Its Risk for Creating Educational Inequity. Journal of language identity and education, 24(5), 1122-1137. DOI: https://doi.org/10.1080/15348458.2023.2275741.
17. Hlebova, N., Afanasieva, L., Bukrieieva, I., Glyns’ka, L., & Murtaziiev, E. (2023). Problems of Ukrainian school youth in the conditions of forced migration: sociological dimensions. Eduweb-revista de technologia de informacion y comunicacion en education, 17(3), 47-59. DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.03.4.