FORCED DISPLACEMENT AND ETHNIC IDENTITY: PSYCHOLOGICAL WELL-BEING OF UKRAINIAN FRESHMEN IN WARTIME

Bridging Times: Russian Youth’s Values and Worldview Through the Prism of Historical Memory

In contemporary political studies, there is growing interest in understanding the values and worldviews of young people in the context of historical memory as a mechanism for the formation of national identity. The Russian political and cultural tradition is characterised by the existence of stable value-based and worldview foundations linked to notions of faith and spirituality, truth and justice, the will as positive freedom, patriotism and collectivism, and their reflection in historical events and contemporary socio-political practices. In this regard, the study aims to identify which historical events and images are perceived by young people as illustrations of these value imperatives. The work is based on data from a nationwide survey of young people aged 14-35, conducted in the autumn of 2025. The study employs a multi-stage proportional stratified sample with a total volume of 2,700 respondent. The results of the study show that the value and worldview orientations traditional to the Russian people are represented in the perceptions of young people, first and foremost, in the heroic episodes of our country’s history, among which the Great Patriotic War is the most significant.

FEATURES OF THE FUNCTIONING OF INCLUSIVE CHILDREN’S LEISURE CENTERS IN UKRAINE DURING THE WAR: SOCIOLOGICAL ANALYSIS

The article presents a sociological analysis of the features of the functioning of inclusive children’s leisure centers in Ukraine in the conditions of a full-scale war. Based on the theoretical generalization of the concepts of social inclusion and the results of the author’s empirical research conducted in the Shevchenkivskyi district of Kharkiv (n=150), the specifics of the implementation of inclusive practices in children’s leisure centers of a front-line city were revealed. It was established that martial law transforms leisure into a tool of social stability and social rehabilitation of children, and the experience of Kharkiv centers can be considered as a unique crisis model of inclusion. It was found that among the barriers to the implementation of inclusion, the main ones are: technical unadaptability of the DDC; lack of specialists; insufficient training of personnel; lack of special programs; moral and psychological unpreparedness of society. The positive thing is that the negative attitude of normotypical children and their parents turned out to be the least significant barrier.

The (Re)construction of Social Ties Among Ukrainian Children with Experience of War in Polish Schools: Teachers’ Perspectives

The article aims to analyze the (re)construction of social ties of refugee children from Ukraine in Poland. It is also an attempt to describe the construction of "new" social ties by refugee children in the school environment during their inclusion in the education process in Polish schools. The article analyzes the main entities of the social structure and the relations of refugee children with: polish children and teachers. The results of quantitative research on a sample of N-1723 teachers in PL were analyzed in four research areas: 1. A. of the reconstruction of bonds in a new environment in the emotional dimension; 2. A. of the nature and transactionality of the bond; 3. A. of contacts with the reference group at school and in relation to teachers. From the quantitative research on the difficulties in the didactic and educational process in working with refugee children affecting the process of reconstruction of social bonds by refugee children, the vast majority can be stated that building new relationships and networks takes place correctly without aggressive behavior. Difficulties in building relationships and new bonds have children in classes (1–3). The new ties created have a positive impact on minimizing the psychological and social effects of war in the individual and group dimensions. 30% of students (refugees) notice an increase in difficulties in terms of motivation and willingness to learn. This tendency is noticeable in children studying in large and secondary schools. The features of (re)constructed social bonds should be considered primarily in the emotional, spatial and temporal dimensions. It can be concluded that the bonds are of a positive nature, and the presence of refugee children brings benefits to the school community.

Value and worldview orientations of russian youth in a regional perspective: by the example of Orel region

Background. The value and worldview orientations of young people influence not only individual behavioral strategies but also determine the reproduction and changes of society’s social structure, institutional norms, participation models, and social practices. The purpose of this study is to identify the structural features of the value and worldview orientations of student youth in Orel region and demonstrate how they relate to the devel-opment of life strategies in the context of sociocultural transformation. Materials and methods. The empirical basis consisted of data from the All-Russian Public Opinion Foun-dation (FOM) study “Traditional Values in Russian Societyˮ (August 9–11, 2024, n = 1,500, 53 constituent entities of the Russian Federation) and the results of the author's research in Orel region: an online survey of student youth (September–October 2024, n=500) and a qualitative study using the unfinished sentence method (n = 120; thematic blocks: purpose in life, family, homeland, education, future of the region). Comparison of quantitative distributions with qualitative semantic interpretations made it possible to iden-tify a stable “coreˮ of values, ideas, and attitudes that are subject to construction and transformation. Results. It was established that, among regional youth, basic values (family, homeland, education, work) remain highly significant, despite their semantic moderniza-tion. Family provides stability and support and is perceived as the most important institution in life. Identity is primarily associated with the small homeland and the country; Citizenship is understood as a combination of belonging, responsibility, and participation. Education and work are interpreted both instrumentally (as opportunities for social mobility and financial independence) and normatively constructively (as conditions for personal development and social significance). Conclusions. It has been proven that the regional sociocultural context influences not so much the composition of the core value system as the ways it is interpreted and implemented, forming a hybrid structure of orientations that combines traditionalism, individualism, and civic responsibility. The study’s uniqueness lies in its methodological integration of federal Public Opinion Foundation data and a regional mixed-methods study, which allows us to identify the mechanisms by which traditional values are adapted to a specific territorial context. The practical value of the results lies in their ability to substantiate targeted youth policy measures in Orel region aimed at supporting self-realization, strengthening social institutions, and enhancing the region’s innovative potential.

A Study of Bangladeshi Muslims in Europe: Migration and Identity Construction

Abstract: The Western World (especially Europe) is struggling to cope with one of the largest waves of human migration ever. Majority of the migrants are Muslims with traumatic experiences as a result of enduring wars, violence, and various forms of suffrage. The unique feature of this migration is the number of unaccompanied minor Muslim migrants with an unprecedented rate in human history. All these pose new challenges to European societies not least to accommodate the needs and meet the demands of Muslims for moral and religious education. While European education systems fundamentally rest on a rather monolithic worldview, inspired by Christianity and based on secularism, they need to adapt to the realities of the post migration era. The Muslim transnational communities in West complicate the matter even further as they pose new challenges in the notions of identity and belonging of the younger generation of Muslims in diaspora. The new mode of policy-making in the face of the migration and multiple transnational communities is to create and foster an education system to respond to the needs of Muslims in the West while enhancing the process of integration and teaching the western-style notion of citizenship. Sex education, religious extremism, terrorism, and pluralistic values are among the challenges that education systems in the West need to alter both in policy and practice.

SOCIO-PSYCHOLOGICAL MECHANISMS OF WOMEN'S PARTICIPATION IN CIVIL DEFENSE: FROM VOLUNTEERING TO INSTITUTIONALIZATION