The impact of COVID-19 quarantine restrictions and martial law on gender equality and quality of education in Ukraine

Abstract

Purpose. The purpose of the study is to determine the impact of COVID-19, post-quarantine restrictions, and martial law on gender equality and the quality of education in Ukraine.

Results. The article considers the impact of COVID-19 quarantine restrictions and martial law on gender equality and the quality of education in Ukraine. It specifically highlights that women dominate the education sector, but their roles are often accompanied by additional responsibilities related to childcare and household duties. This leads to increased burdens on women working in higher education institutions. The importance of ensuring the quality of educational services is emphasised, as it depends on the relevance of educational programs and their compliance with the standards of the European Higher Education Area. The author analyses the role of guarantors of educational programmes who are responsible for their quality. The gender structure of these guarantors is investigated to determine the presence of “female” and “male” fields of knowledge in Ukrainian higher education institutions. Using statistical methods, an assessment of the variation in the percentage of female guarantors across different higher education institutions is conducted, allowing for an understanding of how characteristic these indicators are for specific fields of knowledge. The necessity of a comprehensive approach to improving gender equality and the quality of education in Ukraine amidst contemporary challenges is underscored.

Scientific novelty. For the first time, a comprehensive study has been conducted on the impact of quarantine restrictions and martial law on gender equality and the quality of education. Quantitative assessments of the gender distribution of guarantors of educational programs were formed. The increased burden on women and its impact on the quality of functions performed were substantiated.

Practical value. The results obtained can be used to develop strategies and gender-oriented policies, as well as a system of institutional support for women in education. The findings can also be used to develop and implement training programmes and psychological support in the context of the increasing workload and stress caused by military activities.