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.

187 - In the evenings and on weekends, they engage in distance learning on Ukrainian online platforms to master the invariant part of the national curriculum and obtain a Ukrainian state-issued document [2, 8]. An additional institutional barrier is the structural and methodological divergence of educational programs. The education systems of Germany, Austria, and Switzerland are characterized by early differentiation of students into school types based on their academic achievements after completing primary school. Ukrainian students with high intellectual potential but demonstrating a lack of verbal competence in the target language are automatically degraded in educational status and sent to schools with a low academic profile, aimed at early entry into the low- skilled labor market. A Child's Motivation to Learn a Foreign Language During Forced Relocation The motivational structure of a child living under the stressful conditions of forced migration is fundamentally different from that of an adult. Rational, long-term goal-oriented attitudes conveyed by adults ("this is necessary for a future career," "this will ensure successful admission to university") have virtually no motivating force in the child and adolescent paradigm. Children's motivation is deeply emotional, situational, closely linked to satisfying basic needs for security and recognition, and is also based on game mechanics. All motivational stimuli are classified into three broad categories [10]. Social Motivation (Need for Recognition and Communication) For students (with peak levels in adolescence, ages 11 to 16), the leading activity is face-to-face interaction with peers. The target language begins to be perceived not as an abstract academic subject, but as a vital tool for overcoming social invisibility. Practical Integration through Hobbies and Interests The most sustainable acquisition of lexical and grammatical structures occurs when language serves as a latent means of supporting the child's existing hobbies and dominant interests, rather than being imposed as additional didactic pressure: sports and artistic activities, gaming and digital pop culture, and subjective everyday independence.