Online learning through the prism of psychological and pedagogical aspects: new tasks of a modern teacher

Purpose: This study aimed to analyse the psychological and pedagogical aspects of online
learning in Ukraine under conditions of digital transformation, the COVID-19 pandemic, and
the ongoing war. It sought to identify the challenges teachers face and propose ways to improve
distance education through competency development.
Design/Methodology/Approach: The research employed comparative analysis, synthesis,
systematisation, and generalisation. The study was conducted as a systematic literature review
following the PRISMA 2020 guidelines. A total of 47 peer-reviewed articles published
between 2018 and 2025 were analysed, retrieved from Scopus, Web of Science, and Google
Scholar databases. The selection focused on empirical studies addressing teachers’ digital
competence, psychological well-being, and pedagogical innovations in online education.
Findings: Only 38% of teachers demonstrated high digital competence, while 76% lacked
sufficient skills for effective online teaching. Emotional burnout (52%), overload (67%), and
stress (62%) were prevalent, compounded by technical barriers such as blackouts and unstable
Internet (79%). These issues resulted in incomplete courses in 31% of cases. Interventions,
including targeted training modules, improved digital competence by 30% and raised average
test scores from 45 to 75 points (p < 0.01). Institutions that provided systematic support
achieved twice the effectiveness index (8.4 vs. 4.1).
Research Limitation: The study was limited to Ukrainian educators, which may affect
generalizability across different contexts.
Practical Implication: The results highlight the urgent need for structured training in digital
pedagogy and integration of online tools to enhance lesson design and learner motivation.Social Implication: Strengthening teachers’ digital skills and psychological resilience is
crucial for sustaining education during crises.
Originality/Value: This research provides empirical evidence on the intersection of digital
competence, stress factors, and institutional support, offering pathways to improve the
sustainability of online learning under challenging conditions.