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Teaching within war in Ukraine: applying an ethic of care lens to extend our understanding of service-learning theory and praxis.

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Title: Teaching within war in Ukraine: applying an ethic of care lens to extend our understanding of service-learning theory and praxis.
Authors: Kenworthy, Amy L. (AUTHOR), U'Ren, Mariel R.K. (AUTHOR)
Source: Studies in Higher Education. Mar2026, Vol. 51 Issue 3, p684-698. 15p.
Subjects: Service learning, Care ethics (Philosophy), Phenomenology, Higher education, Russian invasion of Ukraine, 2022-, Teaching methods
Geographic Terms: Ukraine
Abstract: Service-learning is an educational approach that has become part of the higher education landscape. Although research and scholarship in this area have flourished over the past thirty years, little is known about higher education teachers' experiences when using service-learning within war. Utilizing interpretative phenomenological analysis (IPA), we explore this gap by interviewing university teachers living and working in Ukraine who incorporated service-learning into their courses within the first 1.5 years following the full-scale Russian invasion in February 2022. Using a double hermeneutic approach, we draw a set of practice themes from their lived experience reflections. To better understand the underlying relationships among the practice themes and their fit within a context of war, we examine them through an ethic of care lens. The results offer novel insights and extend our understanding of the intersections between service-learning and care in two ways: (1) identifying a set of practices drawn from the reflections of higher education teachers who used service-learning in their courses within an environment of war and (2) contextualizing the resultant service-learning practices within an ethic of care framework to extend our understanding of service-learning theory and praxis. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Teaching within war in Ukraine: applying an ethic of care lens to extend our understanding of service-learning theory and praxis.
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  Data: <searchLink fieldCode="DE" term="%22Service+learning%22">Service learning</searchLink><br /><searchLink fieldCode="DE" term="%22Care+ethics+%28Philosophy%29%22">Care ethics (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Russian+invasion+of+Ukraine%2C+2022-%22">Russian invasion of Ukraine, 2022-</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ukraine%22">Ukraine</searchLink>
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  Data: Service-learning is an educational approach that has become part of the higher education landscape. Although research and scholarship in this area have flourished over the past thirty years, little is known about higher education teachers' experiences when using service-learning within war. Utilizing interpretative phenomenological analysis (IPA), we explore this gap by interviewing university teachers living and working in Ukraine who incorporated service-learning into their courses within the first 1.5 years following the full-scale Russian invasion in February 2022. Using a double hermeneutic approach, we draw a set of practice themes from their lived experience reflections. To better understand the underlying relationships among the practice themes and their fit within a context of war, we examine them through an ethic of care lens. The results offer novel insights and extend our understanding of the intersections between service-learning and care in two ways: (1) identifying a set of practices drawn from the reflections of higher education teachers who used service-learning in their courses within an environment of war and (2) contextualizing the resultant service-learning practices within an ethic of care framework to extend our understanding of service-learning theory and praxis. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/03075079.2025.2484657
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      – Code: eng
        Text: English
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      – SubjectFull: Teaching methods
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              Text: Mar2026
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