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<p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Cambria', serif; color: black;">Russia&rsquo;s ongoing war against Ukraine has caused immense destruction and upheaval, severely disrupting the country&rsquo;s education system and placing extraordinary personal and professional burdens on teachers, many of whom face trauma, displacement, and chronic stress while striving to maintain continuity of learning. In this qualitative study, we examine the responses to the war of nine tertiary-level Ukrainian English as a foreign language (EFL) teachers. Through inductive thematic analysis of their group discussions across a ten-month online professional development project, we identified six themes that cut across their perspectives on coping and resilience, which we present in this report. These are: 1) student engagement and relationships, 2) pedagogical adaptation, 3) structural and resource constraints, 4) teacher emotional and psychological experience, 5) resilience and positive coping strategies, and 6) personal and professional growth. The implications for instructors and decision-makers situated in higher education institutions in conflict/crisis areas are discussed.</span></p>

ltrq.2026.56.03.pdf

Original Research 

ltrq.2026.56.03.xml

Ukrainian EFL Teachers’ Coping and Resilience During the War: A Qualitative Study