IT EDUCATION IN UKRAINE AS A CARRIER OF NETWORK SOCIETY VALUES IN THE CONDITIONS OF MARTIAL LAW

Abstract

The article carries out a philosophical analysis of IT education in Ukraine as a phenomenon that embodies the values of a network society under martial law. The role of IT education in Ukraine as a key factor in the formation and transmission of the values of a network society under martial law is studied. The dynamics of the development of the IT educational environment, the features of the digital transformation of the educational process, as well as the humanistic potential of IT education in strengthening social stability are analyzed in accordance with the “Strategic Plan of Activities of the Ministry of Education and Science of Ukraine until 2027”.The importance of information culture, cyberliteracy and digital patriotism as components of modern educational values is emphasized. The socio­philosophical dimension of IT education is highlighted through the problems of privacy and cybersecurity, AI ethics and the formation of digital citizenship. The emphasis is on digital patriotism as a responsible use of technology for defense and information resilience, as well as on the role of open source communities and EdTech initiatives in strengthening self­organization. In conditions of destruction and forced displacement, IT education supports the continuity of learning and research, integrates youth into networks, and consolidates academic and civic communities. Methodologically, the work is based on the theory of the network society and the philosophy of technology combined with a humanistic paradigm. A model of IT education with the following components is proposed: information culture, cyberliteracy, resilience, culture of collaboration, project­based learning, and micro­qualifications. The transition from emergency distance learning to sustainable hybrid models based on learning management platforms, cloud collaboration, and micro­qualifications is described using digital transformation practices. The potential of digital badges as a mechanism for recognizing competencies, important for student mobility and inclusion of internally displaced persons, is shown. It is concluded that IT education is a space for the socialization of the new generation and a platform for the post­war restoration of the "smart economy", ensuring the preservation of intellectual potential and digital identity.