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DOI: https://doi.org/10.34069/AI/2022.56.08.22
How to Cite:
Romanova, I., Kudin, S., Rybak, O., Zavalevskyi, Y., & Pushkarova, T. (2022). Influence of digital technologies of distance
education on the mental health of a child in the conditions of wartime realities. Amazonia Investiga, 11(56), 224-231.
https://doi.org/10.34069/AI/2022.56.08.22
Influence of digital technologies of distance education on the mental
health of a child in the conditions of wartime realities
Influencia de las tecnologías digitales de la educación a distancia en la salud mental de un
niño en las condiciones de las realidades de la guerra
Received: March 18, 2022 Accepted: June 22, 2022
Written by:
Romanova Iryna91
https://orcid.org/0000-0003-0538-8799
Kudin Serhiy92
https://orcid.org/0000-0002-9800-5525
Researcher ID: AAD-7545-2020
Rybak Oksana93
https://orcid.org/0000-0002-0596-7283
Zavalevskyi Yuri94
https://orcid.org/0000-0003-1904-6642
Pushkarova Tamara95
https://orcid.org/0000-0001-7611-9516
Abstract
Russian aggression against Ukraine has caused
considerable damage not only to the Ukrainian
economy and infrastructure but also to the mental
health of the nation. The highest risk group
includes schoolchildren who have experienced
traumatic experiences and, in some cases,
physical injuries. The purpose of the article is to
analyze the impact of digital technologies of
distance education on the mental health of
children in the conditions of military operations.
Methods of analysis, synthesis, structural-
functional, prognostic were used. In the results,
the general problems of children's mental health
formation in Ukraine were determined,
peculiarities of the implementation of the
recommendations of the World Health
Organization regarding the observance of mental
health were traced, and the effects of an
aggressive digital environment, which were
intensified by military actions, were determined.
Special attention is paid to the recommendations
91
Docent Kharkiv Medical Academy of Postgraduate Education, Therapeutic Faculty, Department of Sexology, Psychotherapy And
Medical Psychology, Kharkiv, Ukraine.
92
PhD in Pedagogy Associate Professor Chernihiv Collegium National University named after T.G. Shevchenko, Faculty of physical
education. Department of biological bases of physical education, health and sports 14013, Ukraine.
93
Associate Professor, Philosophy Doctor Ivan Franko National Univercity of Lviv, Philosofy Faculty, Department of Psychology
1, Ukraine.
94
Doctor of pedagogical sciences, professor First Deputy Director State Scientific Institution "Institute of Modernization of the
Content of Education" 3035, Ukraine.
95
Doctor of Pedagogical Sciences, Professor, Corresponding Member NAPS Institute for Modernization of Education Content, Head
of the Project Activity Department 36 Vasylia Lypkivskoho Str., Ukraine.
Romanova, I., Kudin, S., Rybak, O., Zavalevskyi, Y., Pushkarova, T. / Volume 11 - Issue 56: 224-231 / August, 2022
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to teachers regarding the continued use of digital
technologies and distance education in wartime
conditions. In the conclusions, it was noted that
military challenges impose additional obligations
on teachers and parents, because in the
conditions of martial law, protecting children's
psyche from additional stress is extremely
important. For this, a system of methodological
recommendations has been developed, which
will be relevant for this process.
Keywords: psychological safety, Russian
aggression, distance learning, Ukraine, digital
aggression.
Introduction
The introduction of distance education and
quarantine restrictions as a result of the COVID-
19 pandemic has had its positive and negative
sides. Among the latter, problems with the social
adaptability of schoolchildren and psychological
health stand out unambiguously. In Ukrainian
realities, the negative consequences of distance
learning using modern digital technologies have
been combined with the destructive war started
by the Kremlin's Russian regime in February
2022. The horrors of war, rocket and artillery
fire, and destruction caused tangible damage to
the psyche of all those affected, but especially
children. The continuation of distance learning in
Ukraine was primarily due to military motives,
internal and external migration of the population.
At the same time, experts are actively exploring
the possibility of returning to traditional
education, as the impact of digital technology on
students under constant stress as a result of
military action is increasing. Relevant such
proposals will require more detailed
consideration, the relevance of such research is
not in doubt, although the final results may be
adjusted according to the situation in the theater
of war.
Therefore, the purpose of the article is to analyze
the impact of digital distance education
technologies on the psyche of schoolchildren
during hostilities in Ukraine. As a result of the
implementation of the goal other aspects were
investigated: the peculiarities of the formation of
mental health of schoolchildren in Ukraine, the
recommendations of the World Health
Organization (hereinafter - WHO), determined
the impact of distance education and aggressive
digital environment under martial law on the
children's psyche.
Literature Review
The article is based on a thorough review of
current pedagogical literature. In particular,
Demiray (2017) described the role of distance
learning in the context of the global
transformation of education. The scholar
addresses the popular question, “Is the digital age
really a 'tsunami' for the field of distance
education and distance educators?” (Demiray,
2017, p. 179). Demiray (2017) notes that distance
education with extensive use of modern digital
technology is used at all levels of the educational
and learning environment, forming a limitless
platform of possibilities better than in-person
instruction at any level of the learning
environment (p. 179).
At the same time, Rajab (2018) characterized the
key aspects of distance learning applications
against the backdrop of warfare. His study is
shaped by an analysis of learning platforms at
Najran University. Note that this institution
conducted distance learning through the military
confrontation between Saudi Arabia, Yemeni
rebel groups, and the Arab coalition. Ritter
(2022) explored the problem of using individual
Internet platforms and characterized the
importance of digital games in improving the
educational process in distance schools. Safonov
et al. (2022) analyzed the main directions of
digitalization policy in education and science in
Ukraine and abroad. Prokopenko (2021)
examined the key challenges of the digitalization
of education of the future. At the same time, Ali
(2022) identified the impact of immersive
technologies on the transformation of the
learning system as a whole.
The methodological basis of this article is also
formed by the works of those authors who have
studied certain aspects of the Russian-Ukrainian
war. For example, Martz (2022) described the
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main transformations in the phenomenon of the
national identity of Ukrainians against the
background of the Russian-Ukrainian
confrontation. At the same time, Almäng (2019)
outlined the main factors of the hybrid war,
characterized its impact on economic, social, and
political aspects. For our study, the work of Bînă
& Dragomir (2020) is valuable, in which, the
basic mechanisms of information warfare are
analyzed. Based on their work, it is possible to
identify the methods of information warfare,
which are used in the digital education industry
and affect the mental state of the child. Dijkstra
et al. (2022) outlined the key political and socio-
economic changes (local and global levels)
against the background of a large-scale war in
Ukraine.
Ukrainian researchers have developed basic
principles for providing social and psychological
assistance to different categories of people
affected by war. In particular, Klochko (2020)
characterized the peculiarities of social
assistance to the population of Ukraine in the
context of military realities.
However, the problem of definitive mechanisms
of overcoming threats to the mental health of
children in the context of military realities
remains unexplored, as military operations in
Ukraine are still ongoing. Separately important is
the topic of the influence of digital technologies
on children's mental health in the context of the
Russian-Ukrainian war.
Methodology
The study is built on the use of systems analysis,
based on which the fundamental subject of the
study is divided into smaller elements. Based on
synthesis these elements are combined and
formed their judgments. The study also used the
structural-functional method, which provides an
explanation of the impact of individual
technologies and tools of distance education on
the mental health of the child, while investigating
the individual manifestations and dependencies
between them within a single whole. With the
help of the predictive method of research,
recommendations that may be useful for
educators were identified. Based on the
axiological method of research it was possible to
move from general statements to our own
conclusions.
The work is also based on the use of some
empirical materials, in particular, the official
Ukrainian legislative acts.
Note that the study is formed on the principles of
scholarship and objectivity.
Results and Discussion
Mental Health under Quarantine Restrictions
and Military Operations: General and
Ukrainian Contexts
In the current realities, researchers are drawing
attention to the growth of various problems
associated with an increase in physical and
mental strain. As a result, frequent cases of
insecurity, confusion, and frustration are
revealed, intensified during the COVID-19
pandemic. the devastating effect of quarantine
restrictions, as repeatedly noted by experts, has a
negative impact on the physical and mental
health of people in general, despite the disease
transference and its consequences (Klochko,
2020).
WHO experts have defined mental health as a
state of absolute well-being in physical, mental,
and social terms, not just physical health. It is
also characterized by the ability to discover
personal potential, the ability to cope with life's
turmoil, and the prospect of productive and
fruitful work (Rajab, 2018). In particular, further
characterizing the state of mental health, modern
scientists turn to some parameters (See Table 1).
Table 1.
Basic parameters of mental health
Parameters of the state of certainty of the state of mental health
1) an understanding of the constancy, the identity of one's own physical and mental situation;
2) constantly identical experiences, which are a reaction to the same type of situations;
3) a real and critical assessment of one's own personality and one's own acts;
4) mental equilibrium and adequate reaction to the influence of the environment;
5) the ability to control one's own behavior, to conform to generally accepted norms and rules
6) ability to plan one's life and to carry out one's plans
7) ability to adjust one's own behavior according to the challenges of time
Created by authors
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According to research by scholars, mental
alertness has increased due to the introduction of
distance education, the adoption of digital
technology in everyday use, the growth of
unfavorable environmental, economic
conditions, asociality, etc. (Pereira & Pereira,
2013). All these challenges needed a response
from the participants of the educational process.
Distance learning in Ukraine was introduced on
March 16, 2020 - for the period of quarantine,
which since then has been interrupted several
times for short periods, the use of distance
learning methods was recommended. The most
vulnerable and unprotected children, including
temporarily displaced persons who were forced
to leave their homes with their parents as a result
of Russian aggression in Crimea and eastern
Ukraine in 2014, were in a special risk group
(Bînă & Dragomir, 2020).
After the deployment of large-scale military
aggression by Russian forces against Ukraine on
February 24, 2022, children's mental health
problems became much more complicated and
deepened (Martz, 2022).
Russian bombardment, ostensible violence, and
aggression have caused profound trauma to
children's psyches, the real extent of which still
needs to be understood (as hostilities continue
and many populated areas are occupied)
(Dijkstra et al., 2022). At the same time,
according to the proposed WHO criteria, aspects
of mental health compliance, in general, are lost
under martial law and actual hostilities (Klochko,
2020). In particular, the lack of uniform
situations during firing provokes unbalanced
reactions and completely different experiences,
inability to control one's actions, extreme cases
of hysteria or stupor, etc. The aggression of the
Russian troops has also greatly reduced the
ability to manage one's life, to plan, by making
involuntary reactions dependent on external
circumstances.
During martial law, there is a direct threat to
children's physical health and lives. Accordingly,
this situation itself is detrimental to their mental
state, keeping them in constant tension. The
introduction of distance education, on the one
hand, was a response to the inability to provide
the usual educational process and, on the other
hand, compliance with quarantine measures
against the background of the spread of new
strains of COVID-19 (Demchenko et al., 2021).
As of September 2022, all educational
institutions in Ukraine in the regions not adjacent
to the line of contact have switched to the normal
mode of operation. Other reasons include, above
all, the possibility of better socialization for
students as the war continues to unfold, in
particular for internally displaced persons
(hereinafter IDPs) who need additional attention
amidst their deteriorating mental health
(Almäng, 2019). Educators note wariness, fear of
unusual sounds, depression, etc. among the
category of such students. Communication with
peers is designed to improve their overall
condition.
Distance Education and the Digital Aggressive
Environment under Martial Law
According to research by contemporary
sociologists and psychologists, it is a proven fact
that before school-age children can be quite
satisfied with the information about the world
and social life presented to them by parents,
caregivers, teachers, or close adults. However, as
children's social connections and contacts
expand as they enter the outside world, it is a
natural fact that there is an urgent need for a
variety of information (Anggraini & Handayani,
2022). According to research by sociologists,
books as a source of information are used by only
29% of schoolchildren, the vast majority obtain
knowledge from digital sources of information
(various Internet resources and digital platforms,
television) (Demiray, 2017). The audiovisual
size of digital sources of information corresponds
well to the properties of children's vision and
perception, and the availability of the Internet
and its functions produces suitable conditions for
excessive fascination.
Today's children, who spend a large amount of
time near the computer, lose specific interest in
other forms of perception of reality, including
reading (Jena et al., 2021). Consequently, this is
one of the important losses that due to excessive
digital fascination, not only each individual child
but all generations of children as they grow up in
a digital society (Jena et al., 2021). This
transformation of priorities cannot but affect the
quality of children's intellectual and cognitive
activities, their social communication, the quality
of their leisure time, etc.
At the same time, the modern person, who is part
of the so-called digital society, from childhood is
under the influence of the digital environment
and numerous Internet resources, which become
her social everyday life (Lund & Aagaard, 2020).
From them, she can get useful information, but
irresponsible fascination can negatively affect
the child's development, including her
imagination (Demiray, 2017). Separately, some
content seen in the digital space can create
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anxiety fear in a child. In particular, currently in
the context of the Russian-Ukrainian war, there
are much violent footage of war realities freely
available. Often children can accidentally come
across them, some particularly violent materials
can have a negative impact on the mental health
of the child.
In military settings, teachers are engaging digital
technology in the educational and learning
process (Rajab, 2018). Note that the choice of
digital tools, resources should be careful and very
careful (Jena et al., 2021). Consequently,
educators, educators who want to use a variety of
digital resources in learning should be aware that
individual platforms, resources, or Internet
materials will negatively affect the development
of young children (Lund & Aagaard, 2020).
Often it is up to the child to choose whether to
watch a video or a movie, but it is not always easy
for them to understand what they see on the
screen and draw the proper, correct conclusions.
In military realities, this is especially true of
various Telegram-channels, which often spread
false (semi-true) information, which can have a
negative impact on the child's psyche. Many of
today's Telegram channels spread panic in
society due to paid advertising opportunities.
This has a negative effect on adults, not to
mention children. There are also separate
channels in Tik-Tok (the most popular network
among teenagers, despite age restrictions, many
children are registered on the platform), which
spread information about the Russian-Ukrainian
war, spread violent footage.
Modern scientists distinguish the concept of an
“aggressive digital environment”. It is what
negatively affects the development of not only
the child but also the adult (Jena et al., 2021).
There are specific reasons to characterize a
digital environment (or an individual resource) as
aggressive (See Table 2).
Table 2.
The key foundations of the digital arena
Main bases of the aggressive digital environment
1. Image of overtime aggression
Appears in various scenes of brutality and
violence
2. High manipulative capacity
Is formed by different manipulative techniques
and has a significant impact on the inner world of
the person.
3. Unreliability of the resource or platform
It affects the formation of fear and frustration in a
person
Created by authors
Note that the outlined bases may overlap, and
then it is difficult to recognize them, to separate
them, to remove one from the other.
Nevertheless, it is negative that they (together or
each separately) especially exert psychological
pressure on those categories of society that are in
it.
Measures to improve the use of digital
distance education technology for the
education of children
Problems, in particular, the growth of the load on
the children's psyche with the use of digital
learning technologies, became an object for
analysis. In particular, to overcome the additional
mental load it is necessary to take into account
the manifestations of children's lack of
autonomy. We are talking about the fact that
students are often not guided in time, have some
difficulty in using online tools, need help to
prepare learning materials, help to overcome the
motivational and behavioral unpreparedness to
learn at home (Prokopenko, 2021).
On the other hand, working with students during
distance education requires an increased effort
from parents. They should be ready to stimulate,
improve the organization of students' activities,
establish communicative, artistic, speech,
physical work, and communication with teachers
and other peers. In addition, parents must
communicate without barriers with their
children, remembering that they also provide a
sense of protection, crucial to building
confidence and psychological peace (Demiray,
2017). Teachers (especially when referring to the
synchronous use of distance learning in wartime
settings) must maintain established
communication with both students and their
parents.
European researchers have pointed out that
digitalization has revealed a lack of competence
in many teachers, who must also learn how to
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communicate with students' parents in the new
environment (Lund & Aagaard, 2020). For a
large number of teachers, establishing
collaboration with children and adults through
the use of digital technology proved problematic
(Safonov et al., 2022). In particular, when using
asynchronous learning modes, teachers also have
to learn how to succinctly and accessibly shape
messages for parents, maximize positive learning
outcomes, and motivate and encourage them to
learn together with their own children.
In digital distance education, educators need to
demonstrate professional skills for both student
and parent audiences (Jena et al., 2021).
Specifically, it is important to use accessible,
expressive, emotional, logical, and appropriate
language and to use appropriate language.
Psychological and sociolinguistic skills are also
relevant-primarily an understanding of the
importance of both oral and written
communication, as these important professional
tools are essential in a wartime distance learning
environment. In a distance learning environment,
there is a growing danger of a situation where
parents will do the task for the child. Such
manifestations need to be replaced by another -
to help students perform tasks independently, to
bring education closer to their interests and
interests, to consider the opportunity to choose,
creatively experiment, etc. (Safonov et al., 2022).
The use of digital technology and distance
education should not relieve parents of their
responsibility for their children's education.
Teachers must use digital technology
appropriately to improve students' mental well-
being and learning performance (Ali, 2022). In
particular, the use must be complemented by the
teachers' oratory skills, instant response to
change. Among the important is to know the
subtleties of psychology, that is, to be able to
anticipate hidden thoughts in the speech of
children or adult parents, to have a good culture
of speech, to know the rules of etiquette.
Multicultural competence is extremely important
since the territory of Ukraine has long been home
to representatives of different peoples, including
Muslims, Jews, etc. (Parshyn & Mereniuk,
2022). Therefore, the requirements regarding the
ability to establish intercultural, mixed-age, and
gender cooperation, to unite the team, to create
an atmosphere of mutual respect and mutual
assistance are relevant.
Researchers have drawn attention to the
importance of proper communication and
intonation, but we should additionally emphasize
the use of exaggerated verbal and non-verbal
means - emotional and expressive speech - in
online communication. Speaking should be clear,
taking into account different modulations (joy,
surprise, intrigue, sadness, despair; special
timbres of voice, rising and falling speed of
speech, intervals, etc.), actively use “sound
masks” of the main characters when reading
literary works, lively facial expressions (Armour
et al., 2020). Open-ended questions and active
listening (exclamations, head shaking, etc.) were
also insufficiently evaluated.
Under martial law, displays of humanism and
tolerance towards children and parents,
providing needed psychological support came to
the forefront of teaching (Rajab, 2018). Teachers
are recommended with the active use of digital
technology to prevent by all means the possibility
of task both children and adults new mental
trauma, to control the manifestations of
aggression or disrespect in the team, to respond
to lock-in, to form a positive and comfortable
atmosphere, to promote peaceful communication
and soft assessment. Among the features of the
2022 work are teachers' willingness to discuss
war, talk about safety or danger, emotions, and
planning for the future. Also relevant during a
state of war are skills in working with various
digital platforms and the ability to post
instructional content on social media, since not
everyone can attend online classes, especially
under occupation.
Working under occupation requires special care
from teachers. There are frequent cases when
they formally perform their duties in schools
occupied by Russian troops, while after hours
they conduct classes online according to the
Ukrainian curriculum. Protecting the mental
health of children in such circumstances becomes
of paramount importance.
Undoubtedly, mastering all of these skills is
presented as an ideal model. Obviously, in real
life, when there are certain nuances of
ordinariness, it will be impossible to achieve the
ideal, but it is necessary to strive for it, especially
considering that we are talking about the psyche
of children and the peculiarities of handling it.
Conclusions
Consequently, against the background of
quarantine restrictions and the COVID-19
pandemic, children are threatened by frequent
instances of insecurity, confusion, and
frustration, as well as serious mental trauma
associated with socialization problems. At the
same time, in Ukraine, the negative
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manifestations of digital technologies in distance
education are intensified by active military
actions. Russian aggression has caused
considerable damage to the psychology of
children, although, above all, the threat to the life
and health of children is much greater in times of
military action. Such a state automatically
depresses the mental state. In addition, the
influence of a digitally aggressive environment is
important, which is especially harmful to those
who suffered mental trauma during the
occupation, evacuation, or wounding. Perhaps
the prevention of the subsequent deterioration of
students' well-being as a result of the active use
of digital technology during distance learning has
led to the fact that from September 2022,
education in Ukraine is transferred to normal
mode. We are talking about those regions that are
not close to the direct line of contact.
Teachers are advised to follow the new rules of
conduct when continuing distance learning. In
particular, military operations do not remove the
obligation to have a good command of modern
teaching methods, to be well-versed in the
possibilities of distance delivery of information.
Among the main requirements are also the ability
to communicate both with children and parents,
because in a state of war such psychological
support is extremely important, to treat students
with tolerance, softly assess, etc.
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