EDUCATIONAL ORGANIZER AS A MODERATOR OF INCLUSIVE PRACTICES: WARTIME CHALLENGES AND INNOVATIVE MODELS OF EXTRACURRICULAR ACTIVITIES IN UKRAINE
DOI:
https://doi.org/10.34142/2312-1548.2025.65.03Keywords:
barrier-free environment, social cohesion, emotional resilience, facilitation, digital engagement, community partnershipAbstract
The article provides a comprehensive analysis of the role of the educator-organizer as a moderator of inclusive practices within extracurricular activities of general secondary education institutions under martial law and in the context of post-war recovery in Ukraine. The theoretical foundations of transforming the professional functions of the educator-organizer are substantiated, shifting from a traditional event coordinator to a facilitator of social integration, mediator of interpersonal interaction, and key actor in creating a barrier-free educational environment. The concept of “moderation of inclusive practices” in extracurricular activities is defined as a process of managing group dynamics aimed at ensuring equal participation of students with diverse educational needs, including internally displaced children and those affected by psychological trauma. The regulatory framework of inclusive education in Ukraine during wartime is analyzed, emphasizing its importance for maintaining a safe and supportive learning environment. The study identifies major wartime challenges such as psychological barriers related to PTSD and anxiety, difficulties of online engagement for students with special educational needs, and safety constraints requiring activities to be conducted in shelters. Innovative extracurricular models are highlighted, including art-therapy approaches, gamification strategies, digital inclusion tools, and peer-to-peer project initiatives that foster cooperation and social cohesion. The article outlines a model for post-war restoration of the school sociocultural environment as a safe community hub that integrates emotional support, inclusive leisure, and cross-sectoral partnership among schools, families, and civil society organizations. It is concluded that the educator-organizer acts as an “architect” of an inclusive extracurricular space and a crucial contributor to the resilience and sustainable development of the educational system in times of societal transformation
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