Proceedings of the International scientific and practical conference ―Science in the Era of Globalization‖ (May 22-24, 2026) / Publisher website: www.naukainfo.com. - Zurich, Switzerland, 2026. - 353 p.

185 from the Office of the United Nations High Commissioner for Refugees (UNHCR) and UNESCO, millions of Ukrainian citizens have been forced to cross state borders and declare temporary protection status in European Union countries. School-age children constitute a significant, sociologically representative stratum within this migration flow. Given the prolonged nature of forced displacement, the national education systems of the host countries inevitably become a key institution for their socialization, civic adaptation, and cognitive development. Among these countries, Poland, Germany, the Czech Republic, Austria, and Switzerland have shouldered the greatest demographic burden [9]. The relevance of this study stems from the manifestation of an acute sociocultural and institutional contradiction. On the one hand, there is an imperative for the prompt and effective integration of Ukrainian schoolchildren into the European educational space to ensure their fundamental right to education and prevent the phenomenon of a "lost generation." On the other hand, the actual integration process encounters severe institutional, linguistic, psychological, and sociocultural barriers. The complex nature of this contradiction is determined by the following key challenges: - The phenomenon of dual academic workload (Dual Burden): a unique pedagogical situation in which students are forced to simultaneously combine in- person attendance at schools in host countries with parallel distance (online) learning at Ukrainian educational institutions. This strategy is dictated by the desire to preserve national identity and guarantee legal recognition of educational documents in the event of repatriation but leads to critical cognitive strain [5]. - Language barrier and risks of academic segregation: a lack of competence in the host country's official language acts as a destructive filter. In some countries (for example, in the Federal Republic of Germany), this leads to an artificial downgrading of students' academic performance—they are automatically assigned to vocational schools (Hauptschule, Realschule) instead of academic upper secondary schools (Gymnasium), which irreversibly limits their future educational potential and access to higher education.