The study examines the impact of institutional mental health support on the career stability of academic staff at Ukrainian universities during the full-scale war, focusing on accessibility, cultural alignment, and tailored mental health initiatives provided by universities. The relevance of this topic arises from the unprecedented stressors affecting academic members in higher education institutions, who face both personal and professional challenges. A cross-sectional analytical design was employed, using an online survey distributed among 429 academic staff members. The findings reveal that nearly half of the respondents frequently contemplate changing careers, highlighting substantial job instability. Accessible mental health support is associated with a 6% decrease in career change intentions, while a supportive institutional culture further reduces these intentions by 8-9%. Notably, self-help practices emerged as the most effective support mechanism, associated with a 12% reduction in career change intentions. These findings suggest that institutions can improve retention by prioritizing and promoting accessible self-help initiatives. The study underscores the importance of structured mental health support in fostering resilience within the academic community, with implications for policy and practice in war-affected educational environments. AcknowledgmentThe research teams acknowledge the Armed Forces of Ukraine for providing safety during their research and credit their perseverance and courage for making this possible. Natalia Tsybuliak is grateful to the Ukraine Research Network@ZOiS, funded by the German Federal Ministry of Education and Research, for support in implementing the research.This work was supported by the Ministry of Education and Science of Ukraine as part of the state-funded research project 0123U105351, “Ukrainian universities in new realities: the impact of war and mechanisms for preserving the scientific and human resource potential for training specialists in high-tech fields.”

During the distance education process caused by COVID-19, students do not have sufficient opportunity to do pedagogical practice, which requires strengthening their practice-oriented component of learning in other forms. This article substantiates the relevance of quasi-professional educational environment in the system of professional training of future teachers, which implies the creating conditions at the university as close as possible to the realities of the teacher's work. The conditions which allowed to improve the graduates’ readiness to do their professional duties were developed and experimentally proven. The peculiarities of quasi-professional tasks based on imitation of real work situations, where student has no rules or samples for the completing, are revealed. In this way, they independently develop possible models for their behavior in similar situations, based on theoretical and methodological knowledge and skills. The effectiveness of the author's system of quasi-professional tasks aimed at the development of students' pedagogical thinking and their mastery of the experience of modeling lessons is presented and examined. They are represented by three groups: didactic, methodological and technological, each of which has a specific purpose. It allows to cover all the spheres of professional development of higher education students: motivational, cognitive-operational and reflexive.

This study evaluates the formation of ethical responsibility among master’s students enrolled in the “Applied Physics and Nanomaterials” program. Recognizing the pivotal role of ethics in the evolving field of nanoscience, the research implements a three-phase methodology that integrates an Initial Ethical Responsibility Assessment, a facilitator-led Group Discussion, and a Retest Ethical Responsibility Assessment. The assessments are based on realistic scenarios reflecting ethical dilemmas that students may encounter in professional practice. This dual approach — combining quantitative assessment with qualitative analysis — provides a comprehensive understanding of students’ ethical reasoning and decision-making. Results indicate varying levels of ethical responsibility, underscoring the need for more integrated ethics education in nanoscience curricula. The study contributes to ongoing discussions on the importance of ethics in scientific training, especially in high-impact fields such as nanotechnology. It offers educators a structured framework for embedding ethics into technical education, ensuring that future nanomaterials specialists are not only proficient scientists but also ethically responsible professionals. The article concludes with recommendations for enhancing ethics education in nanoscience through interactive, scenario-based, and discussion-centered learning methods.

BACKGROUND: This study analyzed the existing global experience of university and labor market partnerships concerning the employment of youth with disabilities. It was found that current cooperation models are implemented locally, in a fragmented manner, and are limited to interactions between universities and large enterprises. OBJECTIVE: The research aimed to explore the current state of meeting the needs of students with disabilities in terms of providing educational services and employment opportunities and to analyze the interaction between universities, municipalities, and the labor market to improve employment opportunities for young people with disabilities. METHODS: The study considered a survey of three target groups from different regions of Ukraine (105 students with disabilities, 321 university faculty members, and 102 enterprise managers) conducted to study the current state of needs satisfaction in providing educational services and employing people with disabilities. RESULTS: The findings indicated a lack of coordination among stakeholders, an absence of systematization, and organization in addressing the issue of improving the employment of youth with disabilities. The research enabled the identification of existing and desired connections between the subjects of social partnership. A social partnership model between universities, municipalities, and the labor market was developed to improve the employment of youth with disabilities. CONCLUSION: The study results are promising, as implementing the social partnership model will broadly impact society.