The article is devoted to the topical issue of using elements of STEM education as an efective tool to compensate for the educational losses of students in the study of physics caused by the transition to distance learning under martial law. The study analyses the impact of distance learning on the quality of students' acquisition of physical knowledge and skills. The article presents a theoretical overview of the concept of STEM education and its potential for developing critical thinking, creativity and problem-solving skills of students. Based on the analysis of scientific literature and their own experience, the authors develop a model for integrating STEM education elements into the process of distance learning in physics. The empirical part of the study includes a description of an experiment involving students of diferent age groups. As part of the experiment, educational materials and tasks combining knowledge of physics, mathematics, technology and engineering were developed and tested. Particular attention was paid to the development of methodological solutions for the implementation of distance learning in physics, including the use of virtual laboratories, simulators, interactive platforms and digital tools. The efectiveness of the proposed model was evaluated through a comparative analysis of the learning outcomes of students enrolled in both a traditional distance learning programme and a programme incorporating STEM education elements. The results of the experiment confirm the efectiveness of the use of STEM education elements: the proportion of students with low results decreased (from 25% to 16%), and the proportion of students with suficient and high levels increased (from 41% to 48%). The analysis of the study results demonstrates that the introduction of STEM education elements in the distance learning of physics contributes to increasing students' motivation to learn; developing their critical and creative skills; deeper understanding of physical phenomena and laws; and developing the ability to apply the acquired knowledge to solve real problems. The authors of the article conclude that the integration of STEM education elements into the process of distance learning in physics is an efective way to compensate for the educational losses of students under martial law. The educational materials and methodological recommendations proposed by the authors can be used by physics teachers to organise efective distance learning.
The modern educational system of Ukraine is in a unique transformation process caused by a full-scale
war, which puts forward fundamentally new requirements for the organisation of the educational
process. Distance learning has become not only a temporary solution, but a strategic necessity to ensure
the continuity of education [
Distance learning under martial law solves many of the challenges faced by education in Ukraine. At the same time, distance learning requires the joint eforts of parents, students and teachers to achieve the required learning outcomes, as well as support from the state.
The prolonged absence of a stable educational process, constant psychological stress, and lack of access to laboratory equipment and practical training have led to significant educational losses. One of the most afected fields of knowledge was physics, where practical training and laboratory work play a crucial role. Physics is a science that requires a deep understanding of abstract concepts and practical application of knowledge. The lack of opportunities to conduct experiments, model physical phenomena and receive instant feedback from the teacher has made the learning process dificult. Students, especially those who study independently or have limited access to the Internet, have significant dificulties in learning physics.
To overcome these problems, it is necessary to develop innovative approaches to teaching physics that would compensate for educational losses, increase motivation and stimulate students’ cognitive activity. One of the promising areas is the integration of STEM education elements into the distance learning process.
STEM education, which combines science, technology, engineering and mathematics, makes it possible to create learning materials that are not only informative but also interesting and practically oriented. The use of STEM approaches in distance learning in physics under martial law allows: • combine theory with practice: through projects, experiments and modelling, students can apply their knowledge in practice, which contributes to a better understanding of physical phenomena; • develop critical thinking: STEM tasks are aimed at analysing information, formulating hypotheses and finding solutions, which develops important skills for life; • increase motivation: interactive tasks, teamwork and the opportunity to see the results of their work make learning more interesting and exciting; • prepare students for the challenges of the modern world: STEM education develops the skills necessary for successful work in science, technology and engineering and allows for psychological support through cognitive activities.
Despite the obvious advantages of STEM education, its integration into distance learning in physics under martial law remains an insuficiently researched issue. There is a need to develop efective methodologies and tools that would maximise the potential of STEM approaches to compensate for students’ educational losses.
Theoretical and practical aspects of the organisation of the educational process under martial law in Ukraine are considered in the works of many contemporary Ukrainian researchers and educators. An important contribution to the study of this issue was made by: Topuzov, Holovko, Lokshyna, Trubacheva, who studied the peculiarities of distance learning and its adaptation to martial law; analysed the psychological and pedagogical aspects of organising the educational process in crisis conditions; considered systemic approaches to the transformation of education in times of war, issues of ensuring the quality of education and organising a safe educational environment; and focused on the development of digital competence of teachers and students in distance learning during the war.
The main areas of research of these and other scientists are: • providing psychological support to participants in the educational process; • organisation of the educational process in conditions of air raids; • adaptation of curricula to distance and blended learning formats; • development of teaching methods in conditions of limited access to educational infrastructure; • creation of a safe educational environment; • peculiarities of organising the educational process for internally displaced persons; • use of digital technologies and platforms to ensure continuity of learning.
These studies are of great practical importance, as they help educators adapt the educational process to the dificult conditions of martial law and ensure the proper quality of education despite the existing challenges.
The Ministry of Education and Science of Ukraine determines that the educational process should be focused on creating safe conditions for students and teachers. This implies the use of various forms of education, including distance, blended and face-to-face, depending on the situation in the region.
Scientists attach great importance to identifying key issues of security, psychological support for
participants in the educational process, access to distance learning and the reopening of educational
institutions, as well as ways to improve distance learning and management of the educational process
in extreme conditions [
The conditions for ensuring the continuity of the educational process during the war, the readiness
of educational systems to provide distance learning opportunities, in particular, the introduction of IT
innovations, are explored in the article [
The features of blended and distance learning in modern conditions (in particular, under martial law)
are studied in [
An analysis of the experience of distance learning under martial law [
In December 2022-January 2023, the State Education Quality Service of Ukraine, with the support
of the ‘Maintaining Access to School Education’ initiative implemented by the Support to Ukraine’s
Government Reforms (SURGe) project, conducted a study of the quality of the educational process in
wartime, identified key factors that lead to losses in student learning outcomes and, consequently, in
the quality of education, and developed recommendations for public authorities, communities, and
schools themselves to overcome these losses [
International organisations deal with the issues of compensation for educational losses, having
accumulated considerable experience in overcoming the consequences of various crises and emergencies:
• UNESCO is actively developing recommendations and programmes to support education in crisis
situations, focusing on ensuring continuity of education and bridging educational gaps. The
organisation provides methodological support and coordinates international eforts to restore
education systems [
This experience is particularly valuable for Ukraine, which is currently working to overcome the educational losses caused by military aggression.
A thorough study of the diagnosis and compensation of educational losses as a comprehensive
indicator of the educational system is conducted in [
The problems of overcoming educational losses under martial law are highlighted in [
In the context of martial law, the socio-psychological adaptation of students is of particular importance.
The Guidelines for the Development of STEM Education in General Secondary and Out-of-School
Education Institutions in the Academic Year 2023/2024 state that it is the STEM-oriented approach to
education that makes it possible to ensure full social and psychological adaptation, specific educational
needs, equal access to education and create the necessary conditions for the development of children’s
abilities [
The study by Hrynevych, Morze, and Boyko is devoted to the justification of the need to introduce
science education in secondary school in the context of digital transformation. The authors presented
an overview of efective innovative pedagogical technologies for the dissemination of scientific thinking
and the formation of STEAM competencies [
The article [
In the current conditions of war in Ukraine, when traditional teaching methods are experiencing significant dificulties, the introduction of STEM education is becoming an important tool to compensate for educational losses. The STEM approach allows for the integration of diferent subjects and the development of critical thinking, which is especially relevant in the context of distance learning.
Object of research: the process of distance learning of physics in general secondary education institutions under martial law.
Subject of the study: elements of STEM education as a means of compensating for educational losses in distance learning of physics under martial law.
The purpose of the study is to substantiate the efectiveness of using STEM education elements to compensate for educational losses in physics during distance learning under martial law.
Objectives of the study: • to analyse the current state of the problem of educational losses in distance learning of physics under martial law; • to determine the features and potential of STEM education elements to compensate for educational losses in the study of physics; • to develop a model for introducing STEM education elements into distance learning in physics to compensate for educational losses; • to experimentally test the efectiveness of the proposed model of using STEM education elements to compensate for educational losses; • to develop practical recommendations for the implementation of STEM education elements in distance learning of physics under martial law, to summarise the results and formulate conclusions.
The problem of educational losses in the context of martial law and distance learning is becoming particularly acute. Traditionally, researchers have focused on educational losses, which is understandable given their measurability and potential consequences.
Learning losses are defined as any loss of knowledge, skills, abilities and/or slowing or interruption of academic progress due to pauses in a particular student’s learning that occur as a result of prolonged absences, inefective teaching, significant unplanned interruptions in learning related to social crises, wars, natural disasters, etc.
Experts of the CEDOS Analytical Centre define educational losses as gaps in knowledge and skills
that arise in students during the educational process compared to the state standard of secondary
education and expected results of educational achievements [
However, based on the understanding of education as a unity of learning, upbringing, development and
socialisation of the individual, educational losses should be considered in three interrelated dimensions:
• learning losses (in the sense of loss of knowledge, skills, attitudes, etc);
• educational losses;
• slowing down the pace of personal development [
This comprehensive approach will allow us to better understand the problem of educational losses and develop efective strategies to compensate for them.
The analysis of educational losses is carried out using diferent approaches: international monitoring
studies, national standardised tests, calculation of lost learning time and surveys of participants in the
educational process. These methods complement each other, and their list is not exhaustive [
The Programme for International Student Assessment (PISA), an international study of the quality of education launched by the Organisation for Economic Co-operation and Development (OECD), measures 3 types of literacy: • reading; • mathematics; • natural science.
The problem of educational losses is significantly exacerbated under martial law. Thus, the results
of the PISA 2022 study indicate not only a lower level of mathematical, reading and science literacy
among Ukrainian students than the OECD average, but also the extent of educational losses compared
to 2018. According to PISA standards, they are equivalent to half a year of study in science, one year of
study in mathematics, and two years of study in reading (figure 1) [
Among the long-term negative impacts caused by the war, UNESCO identifies the following
• physical danger to students; damage to educational infrastructure; absenteeism;
• increased violence in educational institutions;
• reduced motivation to learn and mental health of students;
• loss of students and teachers as a result of hostilities;
• illegal persecution and detention of teachers and students;
• forced outflow of qualified teachers and managers abroad;
• insuficient supply of teaching staf to educational institutions;
• violation of the established mechanisms of training and retraining of pedagogical staf [
These factors have a significant impact on the quality of physical education and require finding efective solutions to overcome them.
According to the Ukrainian Institute for Educational Development, educational losses can be overcome
through such activities as catching up, combining, and adjusting students’ self-education in diferent
life situations. UDI methodologists have collected useful materials that will help teachers identify and
make up for the educational losses of students. To directly determine the level of educational losses,
diagnostic tests have been developed and are available on the All-Ukrainian School Online (ASO) web
platform [
STEM education modernises the methodological foundations, content, and scope of the teaching
material of the natural and mathematical cycle, the technologicalisation of learning, and forms learning
competences of a qualitatively new level. Integrated thinking intersects with an interdisciplinary
approach that combines situational learning, engineering design, scientific research, technological
literacy, and mathematical thinking [
STEM education is an integrated approach to that combines science, technology, engineering and mathematics. Its goal is not just to impart knowledge, but to teach students how to apply it in practice, develop critical thinking, creativity and problem-solving skills.
The efectiveness of STEM education in the context of compensating for educational losses is based on the following key elements • Interdisciplinary approach. The implementation of integrated lessons and projects helps students to develop a holistic view of the interconnectedness of diferent STEM disciplines, showing how diferent sciences work together, in particular mechanics involves the use of mathematical models to describe and analyse physical phenomena; the study of electricity uses programming methods to model electrical circuits; the study of light involves understanding chemical processes and biological aspects of vision. • Development of engineering thinking. Designing, constructing and testing models of physical phenomena makes learning more exciting and contributes to a deeper understanding of the material by filling in gaps in knowledge. • Use of technology. The use of modern technologies, such as augmented reality, virtual laboratories, interactive simulations, online collaboration platforms, helps to overcome learning losses, allows complex processes to be visualised and experiments to be carried out in a safe and controlled virtual environment. virtual environment, which helps students to understand the material better, ifll in gaps in their knowledge and increase their interest in learning. • Practical application of knowledge. Carrying out practical tasks, experiments and projects helps students to gain a deeper understanding of physical laws and phenomena. In the context of distance learning, the use of virtual laboratories, simulations and online experiments allows for a practical component of learning, compensating for the lack of physical contact with equipment and facilitating the recovery of lost knowledge. • The development of critical thinking and problem solving skills through STEM education helps to overcome educational losses, as students are not limited to memorising facts, but learn to analyse information, assess its reliability and draw and make informed conclusions. The ability to ask questions, search for information and find solutions allows students to regain lost knowledge and develop self-learning skills.
Virtual laboratories and simulations are an important element of the modern educational process, as
they allow overcoming the limitations of distance learning, providing a diferentiated approach and
increasing student motivation [
Among the popular resources that are actively used by teachers to illustrate theoretical concepts and
develop practical skills are the PhET (table 1), AR Book and Labster platforms [
Micro:bit kits are used to develop students’ technical and programming skills, as well as to integrate STEM components into physics teaching. Thus, the use of virtual laboratories and simulators not only compensates for the shortcomings of distance learning, but also creates conditions for the formation of key competencies of the XXI century.
PhET simulations are an efective means of forming a conceptual understanding of fundamental concepts, phenomena and processes, especially in distance learning. Their use in combination with a home experiment helps to develop research skills, increase motivation and ensure a deeper understanding of the learning material.
In the context of distance learning in physics, the use of demonstrations, simulations and digital laboratories to visualise and explain the principles of laboratory equipment is of particular relevance. The lack of direct access to physical experiments makes it impossible to conduct traditional laboratory work, which can have a negative impact on the development of students’ practical skills. Digital tools partially compensate for this shortcoming by providing interactive modelling of physical phenomena, real-time investigation of experimental parameters, and bringing the learning experience closer to real laboratory conditions (table 2). This contributes not only to a better assimilation of theoretical material but also to the development of students’ research competencies in a remote format based on STEM education.
Among the teaching methods in STEM education, a special place is occupied by project-based learning
and experimental activities [
Students’ motivation to study physics is significantly increased by performing home experiments that do not require sophisticated equipment. For example, a study of rotational motion using a mathematical pendulum that students can perform with their families. Simple experiments, such as demonstrating difusion using a glass of cold and hot water and paints, are appropriate. To explain the concepts of density and Archimedes’ force, a potato experiment can be used, which is easily accessible at home. These experiments not only illustrate physical processes, but also create problematic situations that stimulate students’ cognitive interest, promote the development of research skills, and encourage further research (figure 2).
An important component of STEM projects is the presentation of the results. During project activities, students are encouraged not only to complete tasks, but also to improve them and be creative. One of the modern ways to demonstrate the results of work is to create short videos and infographics. This helps to build self-presentation skills and develop creativity.
Digitalisation of the educational process is the basic foundation of STEM education, which adds diferentiation, individualisation, and mobility to learning. Digitalisation makes it possible to intensify Topic
Simulation name
Description explains the basic principles of mechanical motion, explores its characteristics, and learns how to create and analyse motion graphs studying the principles of mechanical energy conservation, conducting virtual laboratory work on the analysis of kinetic and potential energy, demonstrating energy saving processes in dynamic systems study of image formation in lenses and mirrors, analysis of optical phenomena and training in the calculation and construction of light ray paths in various optical systems study of the movement of bodies along circular trajectories under the influence of gravity, study of the principles of gravitational interaction, analysis of factors afecting the orbits of planets and satellites, formation of interest in astronomy learning the principle of radioactive decay and halflife, consolidating skills in analysing the isotopic composition of samples, demonstrating the practical application of radioactive dating in archaeology and geology the educational process, increase the speed and quality of perception, understanding and assimilation of physics learning material.
Mozaik Education 3D scenes are used to introduce students to the operation of complex mechanisms in depth, allowing them to explore the principles of functioning of various mechanisms (figure 3). The visualisation of processes contributes to a better understanding of the material, increases motivation to
Topic
Simulation/programme
Interactive support for Videos are made using textbooks. Ranok Pub- professional laboratory lishing House equipment learn and demonstrates the practical relevance of the knowledge gained.
The use of IT in the classroom expands opportunities for student interaction and motivation through interactive presentations, online whiteboards, simulations, exercises and quizzes. The Quizizz service provides tools for creating interactive lessons, tests and quizzes, and automates routine processes using artificial intelligence, allowing teachers to focus on creative work. This tool supports gamification of learning and stimulates students’ independent work.
AI-powered assistants help teachers develop materials, generate ideas, and adapt tasks to the level of students, as well as create emotionally charged materials such as songs or fairy tales. However, for AI to be efective in education, human-machine collaboration is important, including teacher creativity, critical evaluation of results, and combination with media literacy training.
The STEM approach in education is a response to social requirements and the main tasks of the Recovery Plan of Ukraine (compensation for educational losses, strengthening the integration of science and innovation in the educational process, etc).
The concept for the development of science and mathematics education (STEM education) in Ukraine
[
Due to the peculiarities of the distance learning format of physics, the model of STEM education
implementation in general secondary education institutions developed in [
Taking into account the specifics of distance learning in physics, the model provides a variety of support for students and teachers, including psychological assistance, methodological support and community organisation. The use of modern tools, such as Google for Education, digital platforms, laboratories, simulators, and mobile applications, is an important component of the model. Students have access to a variety of academic resources, including educational programmes, digital labs and interactive platforms. Students are engaged in learning through interesting tasks, experiments, and projects, and participation in STEM initiatives helps to develop interest in STEM education. The model also includes integrative learning, virtual field trips, and research activities.
Key elements of the model: • Elements. The STEM elements include science, technology, engineering, and mathematics, which are the basis for an integrated approach to learning. • Support. A variety of support is provided to students and teachers, including psychological help, methodological support, and a community of like-minded people. • Modern tools. The use of modern technologies and tools such as Google for Education, digital platforms, laboratories, simulations and mobile applications. • Academic resources. Access to a variety of academic resources, including educational programmes, digital laboratories, simulations and interactive platforms such as Mozaik education and Phet.
Active involvement of students in learning is ensured through interesting tasks, experiments and projects. Participation in all-Ukrainian and national STEM initiatives, which promotes interest in STEM education.
The model provides for a comprehensive integration of various resources and approaches to ensure efective teaching of physics in distance learning, contributing to the development of students’ STEM competencies.
The study of the efectiveness of the model of using STEM education elements to compensate for educational losses was conducted on the basis of the Beryslav Academic Lyceum of the Beryslav City Council (Ukraine) under the guidance of the Kherson Academy of Continuing Education of the Kherson Regional Council.
The experiment involved 280 students of grades 7-11 studying physics in distance learning.
The research hypothesis: The introduction of STEM education elements in distance learning in physics helps to compensate for educational losses in martial law, as well as to increase the efectiveness of learning, develop critical thinking and creative abilities of students.
During the 2022-2023 academic year, the first stage of the experiment was conducted, in which a control group of students (280 students) was engaged in making up for educational losses caused by external factors using traditional teaching methods. This stage was aimed at establishing a baseline for the efectiveness of standard educational practices in bridging learning gaps.
In the second stage of the experiment, which took place in the academic year 2023-2024, an experimental group of students (280 students) used a STEM approach to make up for educational losses. This approach involves the integration of natural sciences, technology, engineering and mathematics, which allows students to develop critical thinking, problem-solving skills and practical application of knowledge. Comparing the results of the two stages will allow us to assess the efectiveness of the STEM approach compared to traditional methods in the context of overcoming educational losses.
In the control group (academic year 2022-2023), the catch-up of educational losses was carried out using traditional teaching methods, including lectures, textbooks, watching videos, teacher demonstrations, solving problems and conducting tests. The main emphasis was placed on reproductive tasks aimed at reproducing theoretical material. This approach implies minimal student activity in the learning process, focusing on passive learning.
The experimental group (academic year 2023-2024) used a STEM approach that integrates science, technology, engineering, and mathematics through practical projects. The educational process was organised around research and project tasks that promoted the development of interdisciplinary connections and the active use of information technology. This approach stimulated active participation of students, development of critical thinking and practical application of knowledge, which contributed to a deeper understanding of the material and the formation of skills necessary for successful learning.
Since 2023, the teaching of physics has focused on the use of STEM education elements and the use of IT technologies in distance learning. Additional mechanisms have been introduced to compensate for educational losses, namely: development of individual and group compensatory training programmes; psychological support for participants in the educational process; creation of additional educational opportunities (summer schools, electives); adaptation of curricula and teaching methods; and professional development of teachers to work in crisis conditions.
In order to overcome educational losses by introducing elements of STEM education, considerable attention is paid to the material and technical support of participants in the educational process. For example, under the programme, the Olena Zelenska Foundation, together with the Ministry of Education and Science and the Ministry of Digital Transformation of Ukraine, received and transferred laptops and tablets to meet the educational needs of students and teachers.
One of the efective mechanisms for overcoming educational losses was the creation of an educational hub, a secure educational environment that combines cloud services for storing didactic materials and ensuring communication between all participants in the educational process.
In 2023-2024, elements of STEM education were systematically introduced into distance learning in Physics, namely: an interdisciplinary approach, development of engineering thinking, use of technology, practical application of knowledge, development of critical thinking and problem solving skills. An example of the integration of STEM education elements in the planning of the section "Electrical Phenomena. Electric current" in grade 8 is shown in table 3.
The following compensatory measures were provided for students who were subjected to regular power outages and communication interruptions: asynchronous access to materials, flexible deadlines for submitting assignments, alternative forms of participation, and recordings of experiments and demonstrations.
Students presented their project results using shared whiteboards (figure 5)
An important impact on increasing students’ motivation to study physics is made by: organising online seminars, webinars and workshops with scientists, engineers and inventors, which address problematic issues and highlight interesting solutions; creating communities for the exchange of ideas, mutual assistance and cooperation (“STEM Girls”); celebrating holidays (“Girls in ICT Day”, “Women in Science Day”); joining international, national and regional initiatives, competitions, festivals and Olympiads.
Key conditions of the experiment: • All participants of the experiment (control and experimental groups) were taught by the same teachers, which excluded the influence of the teacher as a factor.
STEM elements that complement traditional activities Investigation of the phenomenon of electrification with the materials available: balloons, combs, pens, salt, pepper. Use of simulations "Balloons and static electricity"; "John Travoltage". Realisation of the project "Creation of a device that reacts to electrified bodies".
Using the Coulomb’s Law simulation. Create a 3D model of the electric field around charged bodies.
Modelling electric fields of various configurations using the Charges and Fields simulation. A project to create a device that displays the strength of an electric field using LEDs (design and programming in Tinkercad).
Investigation of the dependencies using "Direct Current" simulation. A project to create a device to automatically adjust the brightness of an LED depending on the illumination.
A project to create your own current source (for example, from a lemon or potato).
Use of online platforms, interactive physics exercises.
Games to consolidate the material.
Research "Measuring the current strength in diferent parts of an electric circuit using an ammeter" using a virtual laboratory. A project to create an ammeter using microcontrollers (whenever possible). • The physics curriculum was the same in each year, the diference was in the teaching methods. • The same outcome assessment tools were used (diagnostics, tests, projects, surveys, observations, monitoring of academic achievement and analysis of participation in extracurricular activities). The assessment of the level of knowledge acquisition was based on five key criteria. 1. Understanding of physical phenomena – involves determining the ability of students to identify, explain and interpret physical processes, their essence, patterns and principles of functioning, as well as to establish cause and efect relationships between diferent physical phenomena. 2. The ability to apply knowledge in practical situations – determines the ability of students to transform theoretical knowledge into practice, solve typical and non-standard problems, find optimal solutions in simulated real-life situations and demonstrate functional literacy in the use of physical knowledge. 3. Research skills – assesses the formation of the ability to formulate hypotheses, plan and conduct experiments, collect data, analyse and interpret them, draw reasonable conclusions based on empirical research, and use scientific methods of knowledge. 4. Creativity in solving problems – determines the ability of students to generate original ideas, use non-standard approaches to solving problem situations, show flexibility of thinking, develop innovative methods and find alternative ways to solve problems. 5. Level of autonomy – assesses the degree of autonomy of students in learning activities, their ability to independently plan, organise and regulate their own learning process, make independent decisions, take responsibility for the results of their activities and work productively both individually and in a collaborative format.
Students’ knowledge was assessed using a comprehensive five-level scale: unsatisfactory, elementary, intermediate, suficient and high levels. A detailed description of each level by all criteria is presented in table 4.
Data collection tools included: diagnostics, observation, monitoring of academic achievement and analysis of participation in extracurricular activities (competitions, online competitions). The research procedure involved diagnostic work at the beginning and end of the school year, as well as summarising and analysing quarterly monitoring of academic achievement (semester and annual assessments).
To evaluate the efectiveness of the STEM approach in the process of making up for educational losses, a comparative analysis of the levels of knowledge acquisition of students in the control (2022-2023) and experimental (2023-2024) groups was conducted. The results indicate a significant improvement in the academic achievements of students who studied according to the STEM model. In particular, the proportion of students with unsatisfactory and elementary levels has decreased, while the number of students with suficient and high levels has increased significantly. Detailed statistics are presented in table 5.
The analysis of the results of the experimental study shows significant diferences in the levels of knowledge acquisition between the control and experimental groups. In the control group (academic year 2022-2023), which was taught using traditional methods, the following distribution of knowledge acquisition levels was observed: unsatisfactory level was demonstrated by 4% of students, elementary 21%, intermediate - 34%, suficient - 34%, high - only 7% of respondents. This stratification indicates the dominance of average and below average levels of learning when using traditional methods of overcoming educational losses. These results confirm the existing educational losses and are explained by the dificulties of distance learning under martial law: lack of material resources for learning, regular power outages, migration (movement of students abroad and within Ukraine), communication interruptions and a dificult psychological state, and as a result, low motivation to learn.
In contrast, the experimental group (academic year 2023-2024), where elements of the STEM approach were implemented, showed a much more optimistic picture of the distribution of results: the proportion of students with unsatisfactory levels of learning decreased to 2%, with primary - to 14%, with average - to 36%, while the proportion of students with suficient levels increased to 37%, and with high - to 11%. This indicates the transformation of the distribution towards the dominance of high and suficient levels, which is 48% of the total number of participants in the experimental group.
A comparative analysis of the results (figure 6) reveals significant diferences between the groups: the proportion of students with an unsatisfactory level has halved (from 4% to 2%), with an initial level - decreased by 7 percentage points (from 21% to 14%), while the percentage of students with a suficient level increased by 3 percentage points (from 34% to 37%), and with a high level - increased by 4 percentage points (from 7% to 11%). There are also positive changes in the level of engagement in learning activities, which is manifested in an increase in the number of participants and winners in subject competitions and Olympiads in physics, including the All-Ukrainian Internet Olympiads on the Na Urok platform. These indicators verify the hypothesis that the STEM approach is more efective in making up for educational losses than traditional teaching methods.
The results of the study confirm the efectiveness of using elements of STEM education to compensate for the educational losses of students in the distance learning of physics under martial law. The introduction of the STEM approach helps to increase students’ motivation, develop their critical and creative skills, and form the ability to apply the acquired knowledge to solve real-world problems.
The results of the pilot study confirm the efectiveness of using STEM education elements in overcoming educational losses compared to traditional teaching methods. The integration of STEM components contributed to a significant reduction in the proportion of students with unsatisfactory and elementary levels (from 25% to 16%) and an increase in the proportion of students who achieved suficient and high levels (from 41% to 48%). In addition, there was an increase in student engagement in learning 7% activities, which manifested itself in an increase in the number of participants and winners of subject competitions and olympiads. Thus, the use of STEM education elements allows not only to compensate for educational losses, but also to increase students’ motivation to learn, develop their research skills and promote the formation of competencies necessary for successful study and further professional activity.
The analysis of the results of the experiment demonstrated a significant improvement in the level of mastery of physical concepts, understanding of physical concepts and laws by students who studied under a programme using STEM elements, compared to traditional distance learning.
An important aspect of the efective implementation of STEM education is the development of high-quality teaching and learning materials, including interactive tasks, virtual laboratories, digital simulations, and interdisciplinary projects. Training of teaching staf capable of efectively using STEM methods in distance learning also plays a key role.
Prospects for further research include expanding the empirical base on the impact of STEM education on the development of students’ skills in the long term, analysing the efectiveness of various digital tools in the process of distance learning physics, and developing adaptive curricula focused on the individual needs of students. In addition, it is important to study the possibilities of integrating STEM education with other modern educational approaches, such as problem-based learning and gamification, which will increase student motivation.
Natalia S. Lukychova – organized and conducted the experiment, collected data, and performed statistical processing and analysis of the results; Nataliia V. Osypova – developed the concept and methodology of the study; Galina S. Yuzbasheva – analyzed the state of development of the research problem and checked the correctness of the conclusions. All authors have read and agreed to the published version of the manuscript.
No new data were created or analysed during this study. Data sharing is not applicable. The authors declare that no generative artificial intelligence (AI) tools were used in the writing, editing, data analysis, or any other aspect of this manuscript.
The authors thank Beryslav support institution “Academic Lyceum” and Communal Higher Educational Establishment “Kherson Academy of Continuing Education”.