Ukrainian distance education in double schooling of displaced children: Transnational educational spaces and family agency

Abstract

The paper examines the double schooling of displaced children from Ukraine, who simultaneously participate in Ukrainian distance education (UDE) and local schooling in host countries. Drawing on data from two empirical studies with parents conducted in Germany—a quantitative survey (2023–2024, N = 500; 528; 714) and qualitative interviews (2022–2023, N = 24)—this research explores the phenomenon of UDE, its educational dimensions, influencing factors and the agency of families in the context of double schooling. Quantitative findings indicate that nearly half of Ukrainian children abroad were enrolled in both systems as of early 2024, with participation closely tied to families’ plans to return to Ukraine, satisfaction with the German education system, parents’ language skills, and their educational level. Qualitative data reveal that motivations for UDE relate to academic continuity and progression, legal and certification needs, cultural and linguistic preservation, socio-emotional support, and organizational feasibility. Rather than viewing UDE as a barrier to integration, the study frames it as a form of transnational education and calls for a theoretical and practical conceptualization of double schooling as an educational strategy aimed at securing, accumulating, legitimizing and converting cultural, social and symbolic capital.