Samodai Kateryna, Postgraduate student, Sumy State University, Sumy, Ukraine

ORCID ID: 0000-0002-8462-2976
e-mail: samodaismr@gmail.com

Methodological Approaches To Labour Market Adaptation Through Lifelong Learning

Abstract. Introduction. The study’s relevance is determined by the need for effective methodological approaches to rapidly retrain and upskill workers to ensure their competitiveness in a transformed labor market. Particular attention should be given to studying the implementation of continuing education programs in border regions that have been most affected by military aggression.

Purpose. This article aims to examine the methods of adapting Ukraine’s labor market through a system of lifelong education under martial law and to identify effective mechanisms for retraining the workforce.

Results. The article analyzes the Ukrainian labor market’s transformations during the war, including losses in key economic sectors, business and personnel relocation geography, and statistics on internally displaced persons and specialists who have left the country. The article also considers the theoretical foundations of continuous education and the methodological principles for adapting the workforce to new conditions. A case study of the Sumy community’s experience implementing lifelong learning programs analyzes local initiatives for retraining and adapting the population to changes in the labor market. The effectiveness of cooperation between local authorities, educational institutions, and entrepreneurs is evaluated.

Conclusions. The study provides practical recommendations for expanding lifelong learning programs, including financing mechanisms, changes to state policy and legislation, and strategies for strengthening cooperation between stakeholders. The study shows that successfully adapting to the labor market requires a comprehensive approach combining government support, local initiatives, and the active participation of educational institutions and businesses. Experience implementing lifelong learning programs in wartime conditions shows the importance of flexibility and a rapid response to changing market demands. Further research should focus on developing standardized methodologies for assessing the effectiveness of retraining programs and creating sustainable financing models for continuing education during postwar recovery.

Keywords: lifelong learning; labor market adaptation; retraining; wartime; continuing education; economic transformation; internally displaced persons.

References:

1. Wang, Y. (2025). Educational aid and soft power: The case of the EU and Ukraine. Highlights in Business, Economics and Management, 47, 137-144. https://doi.org/10.54097/nrn3t078.
2. The World Bank. (2019). Education sector overview in Ukraine. https://documents.worldbank.org/curated/en/790931568661644788/pdf/Overview.pdf.
3. Schleicher, A., & Scarpetta, S. (2024). Survey of Adult Skills 2023: Insights and Interpretation. OECD Publishing, URL: https://www.oecd.org/content/dam/oecd/en/publications/support-materials/2024/12/survey-of-adult-skills-2023_1ab54c9e/PIAAC2024_InsightsInterpretations_FULL.pdf.
4. Gavrysh, I., Kalashnyk, T., & Rudiuk, R. (2024). Transformation of higher education in Ukraine in the context of globalization. AD ALTA: Journal of Interdisciplinary Research, 14(1), 146-151. https://doi.org/10.33543/j.140141.146151.
5. Statista. (2025). Ukraine: Gross domestic product (GDP) from 1996 to 2030. https://www.statista.com/statistics/296140/ukraine-gross-domestic-product.
6. Cooke, F. L., Dickmann, M., & Parry, E. (2022). Building sustainable societies through human-centred human resource management: Emerging issues and research opportunities. The International Journal of Human Resource Management, 33(1), 1-15. https://doi.org/10.1080/09585192.2021.2021732.
7. Organisation for Economic Co-operation and Development. (2023). Education at a Glance 2023: OECD Indicators. https://doi.org/10.1787/e13bef63-en.
8. World Economic Forum. (2023). Future of Jobs Report 2023. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf.
9. UNESCO Institute for Lifelong Learning. (2022). 5th global report on adult learning and education: citizenship education: empowering adults for change. https://unesdoc.unesco.org/ark:/48223/pf0000381666.
10. Organisation for Economic Cooperation and Development. (2023).  OECD Skills Outlook 202 : Skills for a Resilient Green and Digital Transition. https://doi.org/10.1787/27452f29-en. 
11. Wæraas, A., & Dahle, D. Y. (2020). When reputation management is people management: Implications for employee voice. European Management Journal, 38(2), 277-287. https://doi.org/10.1016/j.emj.2019.08.010.
12. Organisation for Economic Cooperation and Development. (2023). Trends in Adult Learning. OECD Publishing. https://doi.org/10.1787/ec0624a6-en.
13. Nechitailo, I., & Alieva, A. (2025). Resilience of the educational system in conditions of global social upheavals: The ratio of centralisation and autonomy (Ukrainian experience for Europe). Innovation: The European Journal of Social Science Research, 1-22. https://doi.org/10.1080/13511610.2025.2462959.
14. Liu, F., Wu, Y., & Tan, R. (2021). Role of education in poverty reduction: Macroeconomic and social determinants from developing economies. Environmental Science and Pollution Research, 28. https://doi.org/10.1007/s11356-021-15252-z.
15. World Bank Group. (2025, September 17). Education. https://www.worldbank.org/en/topic/education/overview.