The relevance of the work arises from the need to develop and implement innovative pedagogical strategies adapted to wartime conditions and the lack of a comprehensive analysis of the experiences of Ukrainian higher education institutions in implementing a trauma-sensitive approach in foreign language classes.

The purpose of the study is to systematize and generalize the experience of applying a trauma-sensitive approach to teaching foreign languages in higher education institutions of Ukraine under the conditions of a full-scale war during the period 2022–2024.

To achieve the study’s goal, the objectives included tracing the origins of the trauma-sensitive approach in foreign language teaching, identifying the needs and challenges faced by students and teachers during the war, and summarizing the experience of applying this approach in higher education institutions during the studied period.

During the research, a set of general scientific methods was employed to study authentic sources, evaluate the extent of research on the issue, and synthesize practical experiences related to it. Additionally, methods of empirical data collection were used to gather information about the experiences and attitudes of students and teachers towards trauma-sensitive methods.

Results. The article outlines the evolution of the trauma-sensitive approach concept. The main areas of its implementation were identified, including enhancing teachers’ competence in trauma-sensitive educational practices, addressing the individual needs and experiences of students, providing comprehensive support and creating a safe learning environment, adapting educational materials in light of modern realities during armed conflict, and modifying didactic materials and teaching methods to suit the specific educational components.

The practical value of the study is that the results of the study can be used to improve foreign language training of students and reduce the impact of the negative consequences of military actions.

The originality of the study lies in the analysis and synthesis of adapted trauma-sensitive methods for teaching foreign languages in Ukrainian higher education institutions amid socio-psychological challenges stemming from the full-scale war in Ukraine.

Key words: trauma-sensitive approach, foreign language, full-scale war, innovative teaching methods, experiences of higher education institutions.

References

1. Arkhipova, I. M. (2024), “Formation of stress resistance in students in the process of educational activities”, Educational process in the context of war and post-war period: challenges, rules, prospects : materials of the all-Ukrainian scientific and pedagogical professional development course (4 March – 14 April 2025), Liha-Pres, Lviv, pp. 32–34.2. Vasylchenko, O. I. (2023), “Features of teaching foreign language to future psychologists during the period of martial law”, Pedagogy of creative personality formation in higher and general academic schools, Iss. 88, pp. 69–73.

3. British Council (2024), Teaching and learning in difficult times, available at: https://www.britishcouncil.org.ua/teaching-and-learning-in-difficult-time (accessed 12 January 2025).
4. Holovatenko, T. Yu. (2023), “The educological dimension of the concept of “trauma-informed approach” in the system of professional training of primary school teachers, “Prospects and innovations of science” (Series “Psychology”, Series “Pedagogy”, Series “Medicine”), No. 8 (26), pp. 65–77.
5. Holovatenko, T. Yu. (2023), “Implementation of trauma-informed environment principles in English language lessons in primary school classes: a meta-analysis of foreign practices“, Pedagogical Education: Theory and Practice. Psychology. Pedagogy, No. 39 (1), pp. 80–86.
6. Activities of the Department of Foreign Languages for Professional Purposes (2024), N. Karazin Kharkiv National University School of Foreign Languages, аvailable at: https://foreignlanguages.karazin.ua/departments/ english-language/diyalnist-kafedri (аccessed 12 January 2025).
7. Dmitrenko, N., Panchenko, V., Hladka, O., Shkola, I. and Devitska, A. (2024), “Application of social-emotional learning techniques in the formative assessment of pre-service English teachers“, Youth and Market, No. 2 (222), pp. 80–85.
8. News of the Department of Foreign Philology (2024), Municipal Establishment “Kharkiv Humanitarian-Pedagogical Academy” of the Kharkiv Regional Council, available at: https://sites.google.com/view/kaf-anhgpa/% D0%BD%D0%BE%D0%B2%D0%B8%D0%BD%D0%B8%D0%BA%D0%B0%D1%84%D0%B5%D0%B4%D1%80%D0%B8 (accessed 12 January 2025).
9. Kuzikova, S. B., Zlivkov, V. L. and Lukomska, S. O. (2022). “Age particularities of war trauma experiences: integrative approach“, Scientific Bulletin of Kherson State University. Series “Psychological Sciences”, No. 2, pp. 64–70.
10. Shkarlet, S. M. (ed.) (2022), Education in Ukraine under martial law: innovative and project activities : scientific and methodological collection, Bukrek, Kyiv–Chernivtsi.
11. Osova, O. O. (2023), “Linguistic and didactic peculiarities of teaching foreign languages in crisis situations: the experience of Ukrainian higher education institutions”, Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations, No. 42, pp. 62–80.
12. Turynina, O. L. (2017), Psychology of traumatic situations : a textbook for higher education students, Personal, Kyiv.
13. Resilient City Initiative “Stress Resilience Center“, available at: https://sites.google.com/view/pedagogika-hgpakh/%D1%86%D0%B5%D 0%BD%D1%82%D1%80%D1%81%D1%82%D1%80%D0%B5%D1%81%D0%BE%D1%81%D1%82%D1%96%D0%B9%D0%BA%D0%BE%D1%81%D1%82%D1%96-resilient-city-initiative (accessed 10 January 2025).
14. EdCamp Ukraine (2024), During the war, available at: https://www.edcamp.ua/u-chasy-vijny/ (accessed 10 January 2025).
15. Bachofen, J. J. (2008), Heile Welten, Insel Verlag, Frankfurt am Main.
16. Dombo, E. A. and Sabatino, C. A. (2019), “Trauma and its sequelae in children and adolescents“, Creating Trauma-Informed Schools, Oxford University Press,  9–23, аvailable at: https://doi.org/ 10.1093/oso/9780190873806.003.0002.
17. Ellison, D. W. and Walton-Fisette, J. (2022), “It’s more about building trust”: Physical education teachers’ experiences with trauma-informed practices“. European Physical Education Review, Vol. 28, No. 4, pp. 906–922, available at: https://doi.org/10.1177/1356336×22 1096603.
18. European Commission (2004), Key competences for lifelong learning: a European Reference Framework, European Commission, Brussels.
19. Klotz, M. (2018), Die Bedeutung des Phanomens “Transgenerational weitergegebene Kriegstraumata“ aus dem Blickwinkel der Praktischen Theologie – ein Dossier,
20. Lightbown, P. and Spada, N. (2013), How languages are learnt, fourth edition, Oxford University Press, Oxford.
21. Hantke, L. and Görges, H.-J. (2012), Handbook of trauma competence: basic knowledge for therapy, counseling, and pedagogy, Junfermann, Paderborn.