Year: 2026
Type: article
Study design: Systematic Review
Abstract: This paper provides a systematic review of scholarly and gray literature on the education of displaced Ukrainian students and scholars in the aftermath of the 2022 Russian invasion. Drawing on 119 papers published between 2022 and 2025, the analysis identifies major research themes, including the sudden disruption of education, challenges of integration into host countries, psychological well-being, risks of long-term brain drain, and the emerging agency and resilience of displaced learners. This review highlights a clear shift in the literature from documenting immediate humanitarian responses toward examining long-term adaptation, equity, and institutional support mechanisms, accompanied by increasing methodological diversity and rigor. Despite these advances, significant gaps remain: few studies adopt longitudinal or comparative perspectives and underrepresented groups such as internally displaced students, LGBTQ+ learners, students with disabilities, and international students remain largely overlooked. The paper concludes with recommendations for future research and policy development, emphasizing the need for inclusive, sustainable, and evidence-based strategies to support displaced Ukrainian students and scholars in both the short and long term.
Source: Social Sciences
Authors: Elena Denisova-Schmidt, Olha Marmilova
Institution: University of St.Gallen
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $2,172
OpenAlex ID: W7118589996
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