# Study of the Organization and Implementation of E-Learning in Wartime Inside Ukraine
## 4 Insights from the Research
Professional: when its respondents have a thorough, clear understanding of the terminology related to ICT and e-learning, constantly use web services in the e-learning organization and implementation, select effective electronic tools for a specific task from the list presented herein, use the knowledge acquired from web services in practice and plan to apply them in their further practice, have their own websites  
Figure 1: Model Organizing and Supporting the E-learning Process (image developed by the authors). and blogs, are registered and have profiles for various web services, participate in marathons, contests, master classes, workshops and demonstration coaching classes, increase their own level by mastering new web services and are interested in their colleagues' experience. It should be noted that the obtained statistical data are only the online judgments of the respondents; therefore, they may not correspond to the real possibilities of solving questions regarding specific examples. Nevertheless, we have no doubts as to the professionalism and the teaching staff's need to use e-learning. The levels of the e-learning implementation during the war in Ukraine, according to the respondents' quantitative ratio, are shown in Figure 2.  
It should be noted that teachers do not know about the existence of many web services that are useful for their specialty. They learned about some of them only during the 100% transformation to e-learning. There are also those--5% of respondents--who do not know what web services are at all, or they are simply unsure what can fall under the term \"web services\": hardware and software or a separate web service (web application), or all of them together. The majority of teachers started to get acquainted with web services, which are helpful in creating and maintaining electronic records, only during crisis situations (25%). Thus, the results obtained by our research allowed us to determine the level of e-learning implementation by the teaching staff: elementary, which is owned by 11.5% of respondents, advanced (53% of respondents) and professional (35.5% of respondents). At this stage, data analysis has been carried out using the research methods mentioned above. According to its findings, we can say that the majority of teachers organize their e-learning at an advanced level, regardless of their working experience in their educational institution. A greater number of respondents with advanced and professional levels have from 11 to 20 years of work experience. This may be evidence of their desire to realize themselves in their own professional activities. For the effective self-realization of the teaching staff, a balance among the following conditions should be created:  
1. psychological,
2. organizational,
3. hardware and technical,
4. motivational,
5. material,
6. financial. Figure 2: Levels of the E-learning Implementation in the War Time in Ukraine (image developed by the authors). The level and the state of the teaching staff's conditions in their educational institutions have been determined. According to the questionnaires of the respondents, all the specified conditions are unsatisfactory, as are the hardware and technical conditions (multimedia support) for 56.1% of the respondents. Consequently, respondents single out factors related to innovations implemented in the educational process. After analyzing the respondents' answers, we ranked the factors as follows:  
1. limited resources (PC, multimedia equipment, software);
2. a lack of time;
3. a lack of a mechanism by which pedagogical innovations can be implemented in the institution;
4. some conservatism in education;
5. a lack of motivation;
6. an insufficient base of electronic resources (e-textbooks, guided lessons, simulators, computer tests, etc. );
7. a lack of educational and methodological supporting elements;
8. a lack of the necessary knowledge;
9. a lack of some help and administration from colleagues;
10. psychological unreadiness.