A Case Study of the Your Educational Path Digital Education Ecosystem in Crisis Contexts: AI, Mental Health, and Equity in Ukraine
DOI:
https://doi.org/10.19173/irrodl.v27i2.9115Keywords:
adaptive learning, Ukraine, crisis education, mental health, educational technologyAbstract
This study investigated the development and implementation of the YEP (Your Educational Path) system, an educational technology ecosystem, developed by Tatl Technology, and deployed across Ukraine during the COVID-19 pandemic and ongoing war. Using a qualitative case study approach, this research drew on official government data from a learning management system pilot program (2019–2023), usage analytics (2019–2024), and documentation from public-private stakeholders. The analysis evaluates the YEP ecosystem through four dimensions: functionality, scalability, policy alignment, and crisis resilience. Key findings included rapid adoption across 2,193 schools, engagement of over 1.8 million users, and integration of AI-driven diagnostics and mental health support tools by the end of 2023. These findings have contributed to global discourse on education in emergencies and suggested a replicable model for resilient digital schooling in conflict-affected contexts.
References
Barbour, M. K., Arnesen, K. T., Hveem, J., Short, C. R., & West, R. E. (2018). K-12 online learning journal articles: Trends from two decades of scholarship. Distance Education, 39(4), 456–475. https://doi.org/10.1080/01587919.2018.1553566
Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers & Education, 52(2), 402–416. https://doi.org/10.1016/j.compedu.2008.09.009
Borup, J., West, R. E., & Graham, C. R. (2014). The influence of asynchronous video communication on learner social presence: A narrative analysis of four cases. Distance Education, 35(1), 48–63. https://doi.org/10.1080/01587919.2013.870427
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1). https://doi.org/10.5281/zenodo.3778083
Cavanaugh, C. S., Barbour, M. K., & Clark, T. (2009). Research and practice in K-12 online learning: A review of open access literature. The International Review of Research in Open and Distance Learning, 10(1), 1–22. https://doi.org/10.19173/irrodl.v10i1.607
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
HolonIQ. (2021). AI in education: 2030 outlook. Retrieved from https://www.holoniq.com/2030
Katonane Gyönyörű, I. K. (2024). The role of AI‑based adaptive learning systems in digital education. Journal of Applied Technical and Educational Sciences, 14(2), 1–12. https://doi.org/10.24368/jates380
Lust, M., Tammets, P., & Laanpere, M. (2020). Interactive textbooks in informatics: A case study in Estonia. CEUR workshop proceedings, 2755, (pp. 75–84). http://ceur-ws.org/Vol-2755/paper9.pdf
Lim, C. P., & Graham, C. R. (Eds.). (2021). Blended learning for inclusive and quality higher education in Asia. Springer. https://doi.org/10.1007/978-981-33-4106-7.
Ministry of Education and Science of Ukraine. (2024). National pilot program report on Yedyna school implementation (Order No. 895). Ministry of Education and Science of Ukraine. http://mon.gov.ua/npa/pro-zavershennia-eksperymentu-na-vseukrainskomu-rivni-za-temoiu-vprovadzhennia-suchasnykh-informatsiinykh-tekhnolohii-iedyna-shkola-v-osvitniu-upravlinsku-diialnist-u-berezni-2019-hrudni-2023
Multidisciplinary Digital Publishing Institute. (2023). Adaptive learning using artificial intelligence in e‑learning: Benefits, challenges, and impact on student outcomes. Behavioral Sciences, 13(12), 1216. https://doi.org/10.3390/educsci13121216
Patrinos, H., Barerra-Osorio, F., & Guaqueta, J. (2022). Public-private partnerships for education: A systematic review. World Bank. https://openknowledge.worldbank.org/server/api/core/bitstreams/91f404d4-95ac-5516-b47b-f76280a709e5/content
Perfect, M. M., Turley, M. R., Carlson, J. S., Yohanna, J., & Saint Gilles, M. P. (2016). School-related outcomes of traumatic event exposure and traumatic stress symptoms in students: A systematic review of research from 1990 to 2015. School Mental Health, 8(1), 7–43. https://doi.org/10.1007/s12310-016-9175-2
Public Broadcasting Service News. (2024, October 31). Frontline schools in Ukraine go underground to protect students against bombs and radiation. https://pbs.org/newshour/world/frontline-schools-in-ukraine-go-underground-to-protect-students-against-bombs-and-radiation
Rice, K. L. (2006). A comprehensive look at distance education in the K-12 context. Journal of Research on Technology in Education, 38(4), 425–448.
Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199. https://www.learntechlib.org/primary/p/215995/
United Nations Educational, Scientific and Cultural Organization (2020). Global Education Monitoring Report 2020: Inclusion and education — All means all. https://unesdoc.unesco.org/ark:/48223/pf0000373718
United Nations Educational, Scientific and Cultural Organization. (2022). UNESCO and partners deliver laptops to Ukrainian teachers. https://unesco.org/en/articles/ukraine-additional-11000-laptops-provided-students-support-learning-continuity
United Nations Educational, Scientific and Cultural Organization. (2025). Ensuring teaching and learning continues in Ukraine. https://unesco.org/en/emergencies/education/ukraine
Williamson, B., & Eynon, R. (2020). Historical threads, missing links and future directions in AI in education. Learning, Media and Technology, 45(3), 223–235. https://doi.org/10.1080/17439884.2020.1798995
World Health Organization. (2021). Mental health in schools: A manual. https://iris.who.int/handle/10665/347512
Published
How to Cite
Issue
Section
License

This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License. The copyright for all content published in IRRODL remains with the authors.
This copyright agreement and usage license ensure that the article is distributed as widely as possible and can be included in any scientific or scholarly archive.
You are free to
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as you follow the license terms below:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.




