Vadym Popko is a professor of the Department of Comparative and European Law of the Educational and Research Institute of  the International Relations of Kyiv Taras Shevchenko National University

 

According to official UN data, as of October 15, 2024, the number of refugees from Ukraine since the beginning of the full-scale invasion has reached 6 million 750 thousand people. Of these, almost 6.2 million have found refuge in Europe. The number of those who have found refuge in the russian federation or the republic of belarus is difficult to determine precisely, but we are definitely talking about hundreds of thousands more of our fellow citizens. Given that, even according to optimistic estimates, about 37 million people lived in Ukraine on the eve of the invasion, it turns out that one in five Ukrainians found themselves abroad. It is currently impossible to say for sure how many of them are children and youth, but we are talking about hundreds of thousands, even millions... So, we are now facing an important question: how do we bring back children and youth - our future?

The language of numbers

In March 2024, the Center for Economic Strategies (CES) published the results of the research “UKRAINIAN REFUGES: FUTURE ABROAD AND PLANS FOR RETURN”. Ukrainian refugees living abroad were interviewed, data from open sources and data obtained from public information requests were used. It should be noted that the CES data differs from the official UN data. According to the Center's calculations, as of the end of January, 4.9 million Ukrainians were abroad because of the war. So, the difference is 1.8 million people. However, we will rely on the representative data of the CES, since we are interested in the category of students.

After all, of the total number of refugees, 9% were students.

It means that there are about 450 thousand Ukrainian students abroad. This number correlates with Cedos data for the 2022 year that 665 thousand students an d pupils of schools (16% of the total) went abroad.

As for geographical distribution, as of January 2024, the largest number of students CES experts recorded in Germany (42%) and France (17%).

The data provided by the CES shows that students are the least motivated to return to Ukraine. This is primarily about those students who have already entered European higher education institutions. 57% of them do not plan to return home. And this is quite expected, as the younger generation adapts to new realities and builds new social ties faster than other groups. 

Another important factor influencing the decision not to return to Ukraine is integration into the labor market. This also applies to students, most of whom tend to earn as much as possible and, at least partially, be financially independent from their parents. At the same time, the level of salaries of Ukrainian refugees is growing and already exceeds the level of earnings they had in Ukraine. According to the survey, most of our fellow citizens abroad report that they earn more than before the full-scale invasion.

In the future, income levels will become a major factor (alongside security) in decisions about a potential return to Ukraine.

A sobering conclusion: Refugee students are adapting to new realities, strengthening social connections, integrating into the labor market, and nearly two-thirds express no desire to return to Ukraine.

Now, a few statistics about the current state of higher education in Ukraine.

From April to June 2024, the State Service for Education Quality of Ukraine conducted a monitoring study on the foundational aspects of educational process organization (quality, safety, and resources) in vocational and higher education institutions during wartime. The goal was to examine the adaptation of the educational process to war-related demands and needs. The study involved 543 educational institutions across multiple macro-regions (west, north, center, south, east) and Kyiv, excluding Crimea. Among them, 250 were higher education institutions (HEIs) and 293 were vocational pre-higher education institutions (VHEIs). Surveys were conducted with 58,692 students (29,064 junior specialists, 23,686 bachelor's students, 5,165 master’s students, and 777 Ph.D. candidates) and 16,114 faculty members (6,639 VHEI instructors and 9,475 HEI faculty). Colleagues have accomplished an immense task under extremely difficult circumstances, and I would like to take this opportunity to thank them. Now, let’s turn to the results.

The majority of respondents have not relocated since the start of the war: 67.8% of students and 75.8% of faculty members remain in their places of residence. Only 8.7% of faculty and 12.3% of students are registered as internally displaced persons. Survey results indicate that 6.5% of students and 3.2% of faculty and research staff are currently abroad.

Based on these findings, the report’s authors draw a similar conclusion to my previous one: “The level of engagement based on location (particularly those abroad) has remained stable over the past two years. This trend likely reflects a preference among those abroad for a safer environment with reliable access to educational and technological resources—an understandable stance in wartime.” However, there is an encouraging fact that “students abroad successfully continue their studies in Ukrainian institutions remotely, allowing them to maintain a connection to the Ukrainian educational system and avoid disruptions in learning.”

For now, they remain students abroad, but tomorrow they face “adult life” — foremost, employment. Many of them lean toward building their careers abroad as it feels safer and more promising at this stage.

It is clear that such an outflow of young people and qualified educational personnel in Ukraine has already negatively affected and will also affect our educational and scientific potential. This will eventually lead to negative consequences in the economy.

Unfortunately, these are the realities of today. But do not despair. Our task is to do everything possible and impossible for Ukrainian youth and students to return to their homeland.

How can higher education institutions bring students back to Ukraine?

Creating conditions for student return is crucial for educators, given the challenges the country faces due to Russian aggression.

Destruction and Damage

Since the full-scale aggression began, 3,798 educational institutions have been affected, 365 of which have been completely destroyed. These figures were provided by Ombudsman Dmytro Lubinets two months ago, at the beginning of September. It is difficult to ascertain how many HEIs have been impacted by shelling and bombings, but as of last summer, 45 HEIs were reported as completely destroyed, most notably in Mykolaiv region. Another 61 HEIs suffered damage from shelling. Today, these numbers are likely higher.

Reconstruction and the establishment of new higher education institutions are priorities. We must develop a clear reconstruction strategy today, based on the “Build Back Better” principle, meaning “rebuild better than before.” Our educational institutions need to be technologically aligned with modern demands, relevant, and equipped with up-to-date bomb shelters and safe rooms.

Physical Safety of Students and Faculty

Student safety is the primary prerequisite for encouraging significant numbers of students to return to Ukraine. Students need to feel secure and confident that nothing will happen to them. This requires every HEI to improve conditions in existing bomb shelters and gradually increase their numbers by building new, quality, and modern shelters. Moreover, I consider it necessary to equip public transport stops near HEIs in line with national building standards for civil protection. This would protect not only students but also citizens caught outdoors during an air raid alert.

At the Institute of International Relations of Taras Shevchenko National University, where I work in the Department of Comparative and European Law, the organization of the educational process during air raid alerts prioritizes the safety of students and faculty. The institute has a shelter that can accommodate up to 1,000 people and has four exits on different sides of the building, allowing quick and safe evacuation if necessary.

However, in practice, some other HEIs experience cases where, despite the formal requirement for all to be in the shelter during alerts, safety protocols are not fully adhered to. This is due to the inherent difficulties of conducting full-fledged classes in shelters: overcrowding causes high noise levels, and the lack of adequately equipped learning spaces and appropriate technical resources complicates the teaching process. Both students and faculty are forced to share a confined space, which is not always conducive to effective group and course-specific instruction.

This indeed presents a challenge, as ensuring the quality of education in such conditions can sometimes be problematic.

Nevertheless, in response to these issues, HEIs must strive to adapt as fully as possible to the circumstances, prioritizing the safety of students and faculty while endeavoring to maintain educational continuity even under the most challenging conditions.

Education Quality

Ukrainian education must meet the standards of leading global universities. We need to modernize curricula, fully digitalize the educational process, and restructure it to maximize student interaction. Engaging thematic and practical activities, collaboration with prospective employers, internships with employment opportunities (during studies or in the future) — these and other efforts should be aimed at improving the quality of the educational process.

For example, at the Institute of International Relations of Taras Shevchenko National University, master classes are held by leading experts in international relations, diplomats, and experts in international law and economics. International conferences on current topics in international relations and international law are also organized. Another essential element for students is the presence of language clubs and debate tournaments, which help them improve their communication skills and critical thinking.

Stimulation

This year, the government has developed and submitted to the Verkhovna Rada of Ukraine draft law No. 10399, “On Amendments to Certain Laws of Ukraine Regarding Funding for Higher Education and Providing Targeted State Support for Students.” The document was passed in the first reading in March and is now awaiting further review. It aims to change the mechanism for forming state orders. The state will cover part of the costs of training specialists in fields such as security, defense, medicine, pedagogy, and others. For students not on scholarships, the state may even secure employment — once a student completes half of their studies, they can sign an appropriate contract. As for “contract” students, education grants are available. The amount depends on academic success, based on the results of the Independent External Evaluation or multi-subject test. According to the Ministry of Education, the grant amount can range from 15,000 to 50,000 UAH. I will provide additional comments on this law soon.

Comfortable Environment

The learning process should be comfortable, covering not only lectures but also related infrastructure. For example, the “Return to the Library” campaign includes a complete renovation of libraries to create modern spaces with study areas for seminar preparation and relaxation areas. This space, designed to foster both comfortable leisure time and informal interactions over a cup of coffee, also has employment potential, as students could work by utilizing modern vending machines. All of this is achievable through cooperation with Ukrainian and international companies, legal firms, and large business corporations, which would be interested in this access for headhunting.

If such initiatives succeed, Ukrainian HEIs can become “magnets” for students, including those who have gone abroad and future applicants seeking higher education. Importantly, we should simplify the enrollment process for Ukrainian students who studied in foreign schools. We need to streamline the process for recognizing EU secondary education documents. Additionally, these applicants should be eligible for government-funded placements with stipends, which must also be increased.

Education quality, security, comfort, and genuine career growth prospects are the foundation of modern Ukrainian higher education. Unfortunately, even our leading universities rank only in the seventh-eighth hundred globally, partly due to conservative institutional policies and excessive bureaucracy.

Conclusion

Creating conditions for students to return to Ukrainian educational institutions is a priority, considering the current challenges resulting from Russian aggression.

Elevating the prestige of Ukrainian higher education is a shared mission for university administrations, scholars, and educators, as well as the state, represented by the Ministry of Education and Science and the Ministry of Digital Transformation of Ukraine. Achieving this goal requires a robust institutional mechanism uniting the efforts of all educational stakeholders. Establishing a dedicated department within the Ministry of Education and Science, working closely with universities, and creating a separate position within HEIs for a vice-rector or director overseeing collaboration with other HEIs and state and local authorities would be a decisive step toward systematically raising our universities' rankings. As leaders in education, universities should be invested in enhancing their competitiveness and attracting top students and academics. This department will act as a think tank, devising development strategies, coordinating actions, and supporting a transparent and open evaluation system.

For many Ukrainians abroad, the situation in Ukraine appears worse through the lens of social media, which significantly reduces their willingness to return. Therefore, it is crucial, first and foremost, to maintain connections with youth abroad. The Ministry of Foreign Affairs can play a crucial role here, as embassies and consulates could implement joint programs with the Ministry of Education and Science and individual HEIs, actively promoting the return of applicants and students who found themselves abroad during the war. Additionally, the state must continue improving study conditions to encourage students to return to Ukraine.