Practices of creating an inclusive safe environment in preschool educational institutions in crisis situations: Ukrainian experience

The experience of transforming preschool education in Ukraine during the war provides a unique case of adapting educational systems to crisis conditions and has significant relevance for international educational practice. This article presents a comprehensive analysis of the functioning of preschool education in Ukraine during the prolonged social and humanitarian crisis that began with the hostilities in 2014 and escalated into a full-scale war in 2022. It highlights the systemic challenges faced by the preschool sector, including the destruction and damage of institutions (as of April 2025, 127 institutions had been destroyed and 1,274 damaged, accounting for 11.9% of all preschools), changes in the preschool network, large-scale population migration, and the suspension of a considerable number of kindergartens. The study focuses on organizational mechanisms that ensure the continuity of the educational process under martial law and on creating a safe and inclusive environment for young children, including those with special educational needs. It examines new approaches to individualizing the educational process, providing psychological and pedagogical support for children and families, and developing strategies for cooperation between teachers and parents. Particular attention is paid to the implementation of innovative practices aimed at ensuring equal educational opportunities and supporting children’s adaptation to a changed reality. The article also analyzes Ukraine’s state policies in the field of preschool education during wartime, as well as the specific features of inter-institutional cooperation at the national, international, and community levels that support educational initiatives in crisis conditions. The methodological framework combines quantitative analysis of statistical data using Data Science and Data Analytics tools with a review of educational policies and findings from thematic case studies. The findings make it possible to formulate practical recommendations for building a resilient and inclusive preschool education system in Ukraine, both during the war and throughout the post-war reconstruction period. These results may also be relevant for other countries experiencing crises caused by armed conflicts, technological accidents, or natural disasters. The conclusions of the study can serve as a basis for developing effective educational policies in Ukraine and may be of particular interest to the European Union in the context of designing models for organizing early childhood education in crisis situations. This article is based on the results of research conducted in 2023–2024 by the State Scientific Institution Institute of Educational Analytics .