# Study of the Organization and Implementation of E-Learning in Wartime Inside Ukraine
### Basic Studies and Contributions Analysis
In general, e-learning focuses on solving the problems raised by the peculiarities and differences of individual learners, on providing an opportunity to organize comfortable conditions for learning and, in some cases, on enabling education itself, e.g., when the country is at war or when there are simply no other options left. Ukraine is concerned about the age and competence of both technical support and teaching staff. Both are critical not only for the ability to organize, implement and support the educational process during critical situations (the pandemic and the Ukrainian war) but also for the teachers' motivation to possess and share the stable productivity of their knowledge that they provide to students [21]. These horrifying factors for any educational process are actually compelling reasons to join the community of 100% distance learning. A significant part of the teachers' work involves creating effective online courses, conducting classes through online video conferences (Zoom, Google Meet, etc. ), recording video lessons, producing lecture (presentation) material, developing online tests [22], keeping electronic journals, etc. Furthermore, the teachers' experience and abilities in the e-learning process differ [23]. This transition has presented difficulties not only for teachers [24] but also for students, who are acutely aware of the lack of live communication [25]. This is a pressing issue that must be addressed as soon as possible by educational institution administrations, as it has the potential to negatively (and irreversibly) affect the students' psychological states. The e-learning process creates a compulsion for new teachers' competencies based on the teachers' personal self-development and the search for new educational theories, methods and teaching techniques as the ICT foundation [22]. Undoubtedly, every modern teacher needs electronic tools, especially as popular web services expand opportunities and allow for the creation of a specific learning climate (environment) in which students study the learning material more easily and teachers work better with students who are not disinterested in learning subjects. Web services have a greater and more complex potential, and they are regarded as an important building block in the development of a modern competent specialist (teacher). Many scientists have proven this based on their findings. Such blocks aid in the resolution of educational issues. They help competitive specialists in developing important competencies. The teachers' opportunities to organize classes are constantly expanding as a result of them, while the students' opportunities to complete tasks assigned to them are increasing. Web services have evolved into valuable and necessary tools for modern educators, allowing them to develop a creative level of ICT competence. It is safe to assume that some teachers have used web services. It goes without saying that a substantial number of studies establishing the e-learning potential during the pandemic have already been conducted [26], but they have not investigated issues concerning the effectiveness of e-learning in war zones [27; 28; 29; 30], as such type of learning is a promising means of expanding access to the educational system and improving student progress in higher educational programs [31; 32]. However, any e-learning that engages students in project-based learning, teamwork and flipped learning shows an enhanced positive impact on student learning effectiveness as a modern field of interest, using playful and cooperative learning methods. The experiment has revealed the presence of some anxiety, social isolation, despendency, self-doubt and disappointment among students [33].