Formation of an inclusive environment of higher education institutions as a factor of social and psychological readaptation of student youth in the post-war period

Abstract

The study substantiates the formation of an inclusive environment of higher education institutions as a systemic factor of the social and psychological readaptation of student youth in the post-war period. A structural and functional model is proposed that integrates spatial-architectural, digital, organizational-managerial, and psychological-pedagogical components. The model provides four stages of support: initial screening, individual educational trajectory design, adaptation and therapeutic support, and regular monitoring with route correction. An experimental study involving 350 students demonstrated positive dynamics in the experimental group. The proportion of students with a high level of adaptation increased from 18% to 41%, while PTSD and situational anxiety indicators decreased. Student's t-test confirmed statistically significant differences between the experimental and control groups (p < 0.05). The findings confirm the effectiveness of a systemic, individualized and inclusive approach to student readaptation and substantiate its practical relevance for the post-war transformation of Ukrainian higher education.