How Ukrainian Higher Education Bridges Applied Science, Culture, and European Integration

Dr. Ljydmila Ganushchak-Yefimenko is a Ukrainian academic leader associated with Kyiv National University of Technologies and Design. Her work focuses on educational modernization, research development, international cooperation, and student resilience during crisis. Through roles in faculty leadership, research, and innovation, Ganushchak has helped strengthen partnerships with European institutions, expand applied learning, and support Ukraine’s creative industries, including fashion, design, technology, and interdisciplinary education during wartime and post-Soviet transformation.

Scott Douglas Jacobsen interviews Dr. Ljydmila Ganushchak-Yefimenko on Ukraine’s evolving higher education system, where applied science, design, technology, business, culture, and innovation intersect. Ganushchak-Yefimenko explains how Kyiv National University of Technologies and Design supports interdisciplinary learning, student research, commercialization, European integration, double-degree programs, and education reform. The discussion highlights differences between Ukrainian and European systems, Bologna alignment, vocational pathways, demographic challenges, and Ukraine’s modernization amid wartime transformation.

Scott Douglas Jacobsen: There is a subtle cultural point about how we define terms. The same word can carry different meanings or variations across contexts. One example is “science.” In Canada, the definition is relatively narrow, usually referring to fields such as biology, chemistry, physics, and their derivatives.

In the United Kingdom, science is often understood within the broader tradition of natural philosophy, which distinguishes itself from moral philosophy. In that framework, both ethics and science fall under the broader umbrella of philosophy.

Based on the tour today, it seems that here the concept of science is more concrete, practical, and technical. It can include areas such as textile studies, where practices like embroidery involve systematic knowledge, as well as material sciences, such as working with graphite, sourcing materials, determining quality, and understanding the development of sewing technologies. This appears to differ from both the narrower Canadian model and the philosophical distinctions seen in the UK.

Where does this approach come from?

Dr. Ljydmila Ganushchak-Yefimenko: In Ukraine, there are traditionally three types of higher education institutions: classical universities, applied science universities, and specialized institutions. Today, the system is undergoing reform, and each university is redefining its position.

We cannot remain only a traditional applied science university. We aim to build a new platform where students can initiate research and also commercialize their ideas through partnerships with business stakeholders connected to the university.

That is why you see a wide range of disciplines here. We have design, chemistry, biology, pharmacy, and elements of information technology, as well as a strong connection to traditional culture. This combination reflects an important aspect of Ukrainian identity and cultural continuity.

From their first year, students are introduced to both traditional and cultural foundations. After that, they can engage with all fields of the university and take advantage of interdisciplinary opportunities.

For example, a student might begin with creative design and then collaborate with the economics faculty to develop a business plan for a collection. Similarly, a project in green economy might begin with chemistry and expand into sustainability policy within and beyond the university.

This interdisciplinary approach reflects an innovative direction for the university. We recognize that future development requires new opportunities, modern infrastructure, and integration across fields.

Jacobsen: Is the tradition of science and technology in contemporary Ukraine inherently cross-disciplinary?

Ganushchak: I think the answer is yes, but each university follows its own trajectory and develops different innovation pathways. In the modern educational system, we must define a distinct institutional identity, and that identity should serve as a platform for innovation.

For example, you can see various student projects across the university. These include graphic works, artistic objects, collections, and small-scale models using technologies such as 3D printing. Some projects emerged during the COVID-19 period, including protective masks and symbolic designs reflecting that time. We also organized events and exhibitions to showcase student work and support both students and stakeholders.

Students are engaged in many different kinds of creative and technical activities, including design and 3D printing. Our current priority is to sustain innovation and development across new directions, including integration with the European Union and remaining competitive with other universities.

Jacobsen: Where is Ukrainian education most similar to the European Union, and where does it differ?

Ganushchak: This is a very important question, especially in the context of European integration. We now offer double-degree programs, particularly at the master’s level, which are aligned with European standards.

At the undergraduate level, however, there are still differences. In Ukraine, there is a strong cultural expectation that students enter university immediately after finishing school. For many families, higher education is seen as essential for future success, and a large majority of students choose university pathways.

In contrast, in many European Union countries, students often have more flexibility. They may take time to explore professional options or pursue vocational education before entering university.

There are also structural differences. Traditionally, undergraduate programs in Ukraine lasted four years, while in many European Union countries they follow a three-year model under the Bologna Process. Master’s programs, however, are broadly similar in structure and duration.

Ukraine is currently reforming its educational system to align more closely with European standards. This includes adapting undergraduate programs to a three-year structure, followed by two-year master’s programs, and expanding professional and vocational pathways. For example, students may complete two years of practical or professional training after school before deciding whether to pursue higher education.

Overall, while there are still differences rooted in historical and cultural traditions, Ukrainian education is increasingly aligning with European systems through ongoing reforms.

Now we understand this more clearly. The professional education system, such as colleges, was historically underdeveloped in Ukraine. However, we are now reforming the entire sector, including school education, professional education, and higher education.

There are many universities in Ukraine—more than the current demographic demand can support, especially given the decline in the youth population. There are over 100 state universities, including pedagogical, classical, and technical institutions. At the same time, Ukraine has lost control of some territories, and many young people have emigrated to the European Union.

We provide a strong educational offering, but we do not yet have sufficient opportunities for all young people who remain in Ukraine. That is a continuing challenge.

Jacobsen: Thank you very much for the opportunity and your time, Ljydmila.

—

Scott Douglas Jacobsen is a Writer-Editor for The Good Men Project with more than 1,800 publications on the platform. He is the Founder and Publisher of In-Sight Publishing (ISBN: 978-1-0692343; 978-1-0673505) and Editor-in-Chief of In-Sight: Interviews (ISSN: 2369-6885). He writes for International Policy Digest (ISSN: 2332–9416), The Humanist (Print: ISSN, 0018-7399; Online: ISSN, 2163-3576), Basic Income Earth Network (UK Registered Charity 1177066), Humanist Perspectives (ISSN: 1719-6337), A Further Inquiry (SubStack), Vocal, Medium, The New Enlightenment Project, The Washington Outsider, rabble.ca, and other media. His bibliography index can be found via the Jacobsen Bank at In-Sight Publishing comprised of more than 10,000 articles, interviews, and republications, in more than 200 outlets. He has served in national and international leadership roles within humanist and media organizations, held several academic fellowships, and currently serves on several boards. He is a member in good standing in numerous media organizations, including the Canadian Association of Journalists, PEN Canada (CRA: 88916 2541 RR0001), and Reporters Without Borders (SIREN: 343 684 221/SIRET: 343 684 221 00041/EIN: 20-0708028), and others.