Academic & Educational Networking as a Mechanism for the Resilience of University Cooperation in the Digital Era

2025 Vol. 2 No. 2 https://www.eujini.org.pl 84 ISSN 3071-9658 https://www.eujini.org.pl Academic & Educational Networking as a Mechanism for the Resilience of University Cooperation in the Digital Era Viktoriia Khrutba 1 * ● Yuliia Nikitchenko 2 ● Ivan Balykin 3 ● Alina Nechyporenko 4 ● Marcus Frohme 4 1 Eberswalde University for Sustainable Development, Schicklerstraße 5, 16225, Eberswalde (Germany). Professor, Doctor. 2 Eberswalde University for Sustainable Development, Schicklerstraße 5, 16225, Eberswalde (Germany). Doctor. 3 Universität Mannheim, 68131 Mannheim (Germany). Doctor. 4 Technical University of Applied Sciences, Hochschulring 1, 15745, Wildau, Germany (Germany). Professor, Doctor. * Corresponding Author, e-mail: [email protected] ARTICLE INFO ABSTRACT Research Article Received: 14 May 2025 Revised: 20 June 2025 Accepted: 30 June 2025 Published online: 15 July 2025 Copyright © 2025 by author This is an open access journal and all published articles are licensed under a Creative Commons Attribution— NonCommercial 4.0 International (CC BY-NC 4.0) DOI: 10.5281/ zenodo.17707764 The article investigates the evolution of digital educational networks as instruments of resilience and sustainability within German-Ukrainian higher education cooperation. Its primary objective is to analyze how academic networking contributes to maintaining educational continuity, fostering innovation, and strengthening institutional adaptability under crisis conditions. The study focuses on two representative initiatives, the Digital Teaching Network (DTN) and the Wildau-Kharkiv IT Bridge, which exemplify the transition from traditional digital platforms to interconnected network ecosystems. Methodologically, the research combines quantitative and qualitative approaches, including an online survey, focus group discussions, and content analysis of responses from 185 participants representing 21 universities in both countries. This mixed-method design enables a comprehensive understanding of the motivational, organizational, and social determinants of participation in educational networks. The analysis identifies four main categories of network actors, initiators, active collaborators, occasional participants, and observers, whose interaction defines the internal dynamics and resilience of such networks. The study’s findings demonstrate that networking serves as a key mechanism for sustaining academic interaction, enhancing educators’ digital competencies, and facilitating interdisciplinary collaboration. It further shows that niche educational networks, those focused on specific thematic or professional domains, play an increasingly important role in advancing specialized expertise and fostering trust-based partnerships beyond the lifespan of individual projects. The scientific novelty of the article lies in conceptualizing the shift from digital platforms as technical tools to educational networks as socioinstitutional ecosystems. Practically, the results highlight the potential of network-based cooperation to support the sustainable development, modernization, and internationalization of Ukrainian higher education in the digital era. KEYWORDS digitalization of education; educational networks; international cooperation; university resilience; networking; digital competencies; niche networks Khrutba, V., Nikitchenko, Yu., Balykin, I., Nechyporenko, A., & Frohme, M. , 2(2) https://www.eujini.org.pl 85 Introduction he contemporary system of higher education operates under conditions of constant risk – pandemics, military challenges, and technological transformations – which necessitate a rethinking of approaches to teaching, educational management, and formats of interuniversity cooperation. One of the key drivers of modernization and adaptation of education to new realities has been digitalization, which transforms not only the methods of teaching and learning but also the very principles of creating, transmitting, and managing knowledge. The IT industry was among the first to actively advance digital education by offering teachers and students a wide range of online services. During the COVID-19 pandemic, platforms such as Zoom and Google Classroom became the most widely used tools to ensure the continuity of the educational process in Ukraine, while the proliferation of online courses and platforms (for example, Edutech, Coursera, Udemy, Udacity (Mund, Wallor, Khrutba, Chugai, Patseva & Zakharova, 2024) turned digital education into a global phenomenon. In response to these transformations, the European Union adopted The Digital Education Action Plan (2021–2027), aimed at promoting high-quality, inclusive, and sustainable digital learning (European Commission, 2025). This policy document emphasizes that the future of education is defined not only by technological infrastructure but also by the development of digital competencies, innovative pedagogical approaches, and the implementation of flexible learning formats, including micro-credentials. Despite the return of most universities to in-person learning, digital education continues to remain an integral component of the contemporary educational landscape. For countries experiencing war or facing resource constraints, it performs a system-forming function by ensuring the continuity of learning, academic mobility, and the preservation of connections among educators and universities even under crisis conditions. In Ukraine, universities located near the front line or in regions regularly subjected to shelling continue to conduct the educational process predominantly online, while in other areas, teaching flexibly combines online and offline formats depending on the security situation. In addition, the digitalization of education serves as a catalyst for the emergence of new formats of interuniversity cooperation that extend beyond individual projects or technical solutions. Practice demonstrates that after project funding ends, it often becomes difficult to sustain achieved results and maintain collaboration among partners. The solution to this challenge lies in networking – building interuniversity networks in the field of education and academic cooperation that unite educators and researchers around shared goals, topics, and initiatives. Although educational networks are not a new phenomenon, niche networks have acquired particular significance today. These networks are formed around specific thematic areas or contexts, providing deeper expertise, stable horizontal connections among partners, and fostering long-term institutional cooperation beyond the duration of individual projects and grants. Literature Review he issue of digitalizing higher education and developing academic and educational networks has attracted increasing scholarly attention, as these processes significantly influence the strategic directions of university development in the twenty-first century. Digitalization represents not only a technological innovation but also a social phenomenon that transforms modes of interaction, knowledge management, and the organization of educational and academic communities. It is precisely the combination of digital technologies and network-based models that generates a new paradigm for university development – one characterized by openness, dynamism, and resilience within educational ecosystems. In contemporary research, such networks are viewed as forms of collaboration among higher education institutions, research organizations, and professional communities that promote knowledge exchange, enhance the quality of teaching and research, and contribute to the formation of a shared academic identity. In (Waham, Asfahani, & Ulfa. 2023, pp. 49–60), the challenges and opportunities of international cooperation in higher education under conditions of globalization are analyzed. Jana Dlouhá, Laura Henderson, Dana Kapitulčinová, and Clemens Mader (Dlouhá , Henderson, Kapitulčinová, Mader, 2018, pp. 4263–4276) explore models of university networks oriented toward sustainable development. The studies in (Fan, Liu, Wang, Wan & Zhang, 2022) T T Khrutba, V., Nikitchenko, Yu., Balykin, I., Nechyporenko, A., & Frohme, M. , 2(2) https://www.eujini.org.pl 86 reveal the role of academic networks in developing countries, particularly in the context of excellence initiatives aimed at strengthening the international impact of universities. Duanhong Zhang, Wenjia Ding, Yang Wang, and Siwen Liu (Zhang, Ding, Wang & Liu, 2022) analyze how international collaboration in research and co-authorship of scientific publications contributes to the formation of academic networks and enhances the performance of world-class universities. At the same time, (Bobro, 2025) examines the concept of the “digital university” as an open ecosystem that combines cooperation and competition amid global challenges, including those related to sustainable development. Researchers (Lomachinska, Dobrodum, Ishchuk, Patlaichuk, Stupak, Shnitser & Salo, 2025) emphasize the synergy between digital citizenship and knowledge management within educational networks, highlighting the need for a new culture of interaction with information. Kohl, Hopkins, Barth, Michelsen, Dlouhá, Razak, Abidin Bin Sanusi, and Toman (Kohl, Hopkins, Barth, Michelsen, Dlouhá, Razak, Abidin Bin Sanusi & Toman, 2022) propose a whole-institutional approach to sustainability, in which university networks collectively reorient their strategies toward integrating the principles of sustainable development into teaching, research, and daily operations. At the same time, study (Khrutba, Rutkovska & Kharchenko, 2024) demonstrates a shift from general theoretical approaches to practically oriented international projects that function as instruments for addressing national strategic objectives – such as post-war recovery, the integration of the Sustainable Development Goals (SDGs), and the enhancement of energy efficiency. Despite the substantial body of research, most studies focus on the functioning of academic and educational networks within stable systems. In contrast, in countries experiencing crises, networking acquires particular significance – it becomes not only an instrument of modernization but also a mechanism for preserving academic connections, facilitating knowledge mobility, and ensuring the continuity of education. Problem Statement he purpose of this article is to analyze the experience of establishing interuniversity academic and educational networks as instruments for enhancing the resilience and sustainability of the higher education system under crisis conditions. The article presents the experience of developing the Ukrainian-German academic network Ukrainian-German Digital Teaching Network (DTN), which has become a space for knowledge exchange, the engagement of educators and researchers, and the creation of a community of academics united by shared values. The network demonstrates an evolution from the implementation of individual projects toward a model of sustainable interuniversity partnership. Particular attention is devoted to the operation of the digital platforms DTN Moodle and Wildau-Kharkiv IT Bridge, around which initial partnerships began to form and which have since become the foundation for integrated collaboration and the development of shared educational practices. Methods and Materials he research is theoretical and analytical, focused on identifying the primary challenges and opportunities for improving public governance during the transformation of Ukraine's healthcare system. The methodology relied on a systemic and structural-functional approach, integrating managerial, financial, and legal components. The toolkit included a normative and legal analysis to examine the four levels of sector regulation (constitutional, general, special, conceptual) and key acts, such as the Law of Ukraine "On State Financial Guarantees of Medical Services" and the Concept of Financing Reform. Comparative analysis was applied to assess the effectiveness of the "money follows the patient" principle and structural shifts in financing. Trend analysis and statistical methods were utilized to evaluate the dynamics of state healthcare expenditures, which grew nearly ninefold in recent years, and the execution of the adjusted annual plan (91–97%). Research materials were compiled from legislative acts, MoH strategies (including the Development Strategy until 2030), and official financial data (2018–2024). Data from the NSHU regarding signed declarations (over 31 million) and information on damaged medical facilities (2,481 objects, 326 completely destroyed) were also used, alongside works by contemporary scholars addressing public governance problems under reform and martial law conditions. The applied toolkit enabled the T T Khrutba, V., Nikitchenko, Yu., Balykin, I., Nechyporenko, A., & Frohme, M. , 2(2) https://www.eujini.org.pl 87 identification of disparities caused by wartime challenges and substantiated strategies for strengthening the sector's resilience. Results and Discussion n Ukraine, the digitalization of education has gained exceptional relevance not only due to global trends and the development of EdTech but, above all, because of the war, which has created unprecedented challenges for the educational system. The destruction of infrastructure, the relocation of universities, the displacement of faculty and students, and the psychological consequences – all of these factors could have led to the collapse of the educational process. Nevertheless, universities have demonstrated remarkable adaptability and resilience, ensuring the continuation of learning through digital platforms, hybrid formats, international projects, and academic networks. The use of educational platforms has proven effective in ensuring the accessibility and adaptability of the system. Digital environments create not only a space for learning but also a new format of academic interaction that unites instructors, students, and researchers into virtual knowledge communities. European experience confirms that network-based learning models and digital platforms form the foundation of sustainable development in higher education. The examples of leading European online learning platforms illustrate diverse approaches to integrating open educational resources and fostering interuniversity cooperation (Table 1), thereby shaping a shared educational space and strengthening the resilience of academic systems. Table 1. Analysis of Selected Well-Known Online Learning Platforms in Europe Name Country / Link Main Focus / Type Advantages Limitations / Risks Iversity Germany https://iversity.org/ Massive Open Online Courses (MOOCs) offered by universities with ECTS integration Multilingual content, partnerships with universities, official recognition of modules (ECTS). Limited number of courses in specific subjects; availability of certificates depends on university policies. FutureLearn United Kingdom https://www.futurel earn.com/ MOOCs in cooperation with universities and business partners Large partner base, broad thematic diversity, strong reputation, highquality learning structure. Predominantly English-language content; fees for certificates/degrees; limited localization. OpenHPI Germany https://open.hpi.de / MOOCs in IT and digital technologies Free of charge, high quality, regular course offerings, strong technical depth. Narrow specialization (IT); challenging for audiences without technical background. OpenClassroo ms France https://openclassro oms.com/en/ Online learning focused on IT, entrepreneurship, and digital skills; includes mentorship Interactivity, mentoring support, skill-oriented approach. Higher price for premium certificates; not all courses carry ECTS credits; language limitations. iMooX Austria https://imoox.at/m ooc/ Public-oriented MOOCs for broad audiences; digital skills and university introductory courses Free access, easy registration, active communities, suitable for wide audiences. Smaller course catalog, limited thematic depth, basic certification. Source: Compiled by the authors. The analysis demonstrates that digital educational platforms significantly expand access to learning opportunities and contribute to the creation of global knowledge networks. Their strength lies in openness, multilingualism, and the possibility of formal recognition of learning outcomes (through I Khrutba, V., Nikitchenko, Yu., Balykin, I., Nechyporenko, A., & Frohme, M. , 2(2) https://www.eujini.org.pl 88 ECTS credits or certification). At the same time, despite their high level of technological maturity, most such platforms possess a universal or mass-oriented character and are not always capable of meeting the needs of narrowly defined professional communities, niche specializations, or local contexts. It is precisely here that the potential of targeted academic and educational networks becomes evident – those oriented toward communities of practice, professional fields, or specific socio-economic challenges. Such networks combine the advantages of digital technologies with profound interpersonal interaction, making them an important instrument for the sustainable development of universities. They transform online platforms into spaces for professional growth, co-creation of knowledge, and the cultivation of trust among participants. In this context, the formation of interuniversity networks acquires strategic importance. Such networks enable the pooling of resources, support the professional development of faculty, stimulate innovation, and ensure equitable access to educational opportunities regardless of geographic or financial constraints. A particularly significant role is played by niche educational networks that emerge around specific thematic areas, professional communities, or shared values. They foster trust among participants, promote the exchange of best practices, and sustain collaboration even during periods of uncertainty. In the era of digitalization, networking becomes not only a form of professional interaction but also a tool for post-project development. It supports the academic community, facilitates knowledge preservation, and provides a space for collaboration and the development of institutional resilience. Thus, university networks evolve into living educational ecosystems capable of sustaining innovation and educational continuity even under crisis conditions. Therefore, digitalization and network-based models of higher education are complementary processes that together shape a new architecture of the academic space. They contribute not only to more effective knowledge management but also to the cultivation of a culture of cooperation, openness, and mutual support. For Ukraine, a country enduring war, networking serves a particularly vital function – ensuring the resilience of the educational system and restoring the potential of universities through collective action and digital platforms. From Platform to Network: The Evolution of a Digital Space for Collaboration hat digitalization and network-based approaches form the foundation for the sustainable development of universities and promote their integration into global educational spaces has already been confirmed by a number of successful examples. At the same time, a key condition for transforming such digital initiatives into sustainable educational ecosystems is their ability to persist and evolve beyond the completion of funding. An illustrative example of such a transition is the evolution of the DTN Moodle platform, created within the framework of the Ukrainian–German project Digital Teaching Network for the Transformation of Environmental Education (2022–2024, DAAD (Ukraine digital: Ensuring academic success in times of crisis, 2025; Ukrainian German Teaching Network for a Digital Transformation of Environmental Education, 2025; Ukrainian-German Teaching Network for a Digital Transformation of Environmental Education (Consolidation and Expansion Phase 2023), 2025; Ukrainian-German Teaching Network for a Digital Transformation of Environmental Education (Consolidation and Expansion Phase 2024), 2025; Ukrainian-German Teaching Network for a Digital Transformation of Environmental Education (Consolidation and Expansion Phase 2025), 2025), and in 2025 supported by The Harald Christ Foundation for Democracy and Diversity (Die Harald Christ Stiftung für Demokratie und Vielfalt , 2025)), into the viable academic and educational network Ukrainian– German Digital Teaching Network (DTN) (Ukrainian-German Digital Teaching Network, 2025). Initially, the DTN Moodle platform had a primarily functional purpose – to serve as the technical infrastructure for hosting electronic courses developed by instructors from Ukrainian and German universities. This solution became critically important in response to the outbreak of war in Ukraine and the resulting crisis phenomena in the field of higher education. Universities lost parts of their physical infrastructure, institutions were relocated, and a significant number of faculty members and students were forced to move abroad. Under these conditions, the platform ensured (within specific T Khrutba, V., Nikitchenko, Yu., Balykin, I., Nechyporenko, A., & Frohme, M. , 2(2) https://www.eujini.org.pl 89 courses) the continuity of the educational process by enabling students to continue their studies regardless of location, while allowing instructors to maintain professional activity and sustain communication with students and colleagues. Today, DTN Moodle functions as an open repository hub that integrates the resources, experience, and pedagogical innovations of partner universities. Faculty members upload their own courses to the platform, while students gain continuous access to learning materials in a convenient online format. In parallel, the project has promoted the enhancement of instructors’ digital competencies and the improvement of didactic approaches through webinars, trainings, and workshops in which participants have mastered contemporary methods of online teaching, digital didactics, gamification, multimedia content creation, and the use of VR technologies in education. Thanks to DAAD funding (Ukraine digital: Ensuring academic success in times of crisis, 2025) and the coordination of the Eberswalde University for Sustainable Development (HNEE) (Eberswalde University for Sustainable Development, 2025), the DTN Moodle platform gradually expanded to include 18 Ukrainian and 4 German universities. Between 2022 and 2025, more than 50 courses and modules were created on DTN Moodle across twelve categories, and several VR tours of protected natural areas were developed and integrated. Among registered users, the majority are faculty members and students specializing in Ecology, Environmental Protection, and Information Technology from various regions of Ukraine. Since the project was initially aimed at supporting teaching and learning specifically for students and instructors in the fields of Ecology and Environmental Protection Technologies, these groups became the primary users of the platform, with the audience gradually expanding to other disciplines as partnerships with additional universities developed. During the same period, a series of thematic webinars were conducted with the participation of more than 200 instructors, along with in-person workshops at the Eberswalde University that brought together over 55 participants, as well as 15 teaching mobilities for faculty members from Ukrainian higher education institutions. Experts from partner German universities – including the University of Mannheim (University of Mannheim, 2025) and the Eberswalde University for Sustainable Development – were involved in conducting the trainings and workshops, thereby enhancing the effect of mutual learning and broadening the scope of international cooperation. Furthermore, instructors from the University of Mannheim, the Technical University of Applied Sciences Wildau, and the University of Greifswald uploaded several online courses to the DTN Moodle platform, making them accessible to Ukrainian students and demonstrating a practical example of real integration of educational resources within a shared digital space. The joint development of courses, continuous communication within working groups, and active networking during both online and offline events created a strong foundation for the development of partnerships between universities in Ukraine and Germany. These connections gradually extended beyond the initial project, giving rise to new joint research initiatives, interinstitutional collaborations, and educational projects that have received support within other international programs. Thus, the DTN Moodle platform has evolved from being merely a technical tool or repository of learning resources into a dynamic environment for interaction, within which interuniversity teams, joint teaching materials, and innovative didactic practices have been developed. As a result, DTN Moodle has become a collaborative space that bridges formal and informal learning and has laid the groundwork for the further development of the academic and educational network Ukrainian-German Digital Teaching Network (DTN). In parallel, within the same DAAD support program (Ukraine digital: Ensuring academic success in times of crisis, 2025) and with additional funding from The Harald Christ Foundation for Democracy and Diversity (Die Harald Christ Stiftung für Demokratie und Vielfalt, 2025), another project – Wildau– Kharkiv IT Bridge (2022–2025) (Wildau-Kharkiv IT Bridge "Digital Ukraine: Ensuring academic success in times of crisis”, 2025)) – was implemented under the coordination of the Technical University of Applied Sciences Wildau (Technical University of Applied Sciences, 2025). Within this project, a separate digital platform, Wildau–Kharkiv IT Bridge, was created to connect students and instructors in the fields of information technology, engineering, and applied sciences. Khrutba, V., Nikitchenko, Yu., Balykin, I., Nechyporenko, A., & Frohme, M. , 2(2) https://www.eujini.org.pl 90 The platform is built on Google Workspace (Google Workspace, 2025), a suite of cloud-based tools designed for productive collaboration. It includes applications such as Gmail, Google Drive, Classroom, Meet, Chat, and others, developed for use by organizations under their own domain name. Its core functions include email communication, extended cloud storage for educational materials, collaborative team tools, and administrative user management features. Between 2022 and 2025, the Wildau–Kharkiv IT Bridge I–IV project brought together eight universities from the city of Kharkiv. Within this initiative, 411 educational modules in the field of IT were developed, including specific modules for teachers focused on integrating VR and AR technologies into the learning process. Furthermore, since September 2022, the number of registered users on the project platform has reached 12,366 students from various regions of Ukraine – primarily specializing in computer science – as well as 222 instructors. Moreover, 7,500 students received certificates upon successfully passing examinations during the period from September 1, 2022, to June 30, 2025. This number continues to grow as instruction in the current semester remains ongoing. Each year, the project organizes a series of conferences and roundtable discussions involving Ukrainian and German instructors and researchers, as well as invited experts from German industry. The topics of these conferences encompass issues such as the role of digitalization in Ukraine’s recovery, the application of artificial intelligence technologies and cloud-based tools in science and education, among others (Wildau-Kharkiv IT Bridge “Digital Ukraine: Ensuring academic success in times of crisis”, 2025). In contrast to DTN Moodle, which is primarily oriented toward environmental, pedagogical, and interdisciplinary education, the IT Bridge initiative has a more technical profile and supports learning through shared digital resources, online courses, tutoring programs, and short-term training formats. Despite differences in their thematic focus and target audiences, both initiatives share a common strategic objective – to foster sustainable partnerships between Ukrainian and German universities, strengthen instructors’ digital competencies, and modernize the educational process. The coordinators of both projects – HNEE (Eberswalde) and TH Wildau (Wildau) – maintain ongoing communication, exchange methodological approaches, and share experiences in implementing online courses. This interaction contributes to the mutual enrichment of both platforms and helps shape a shared educational space that integrates diverse disciplinary fields and technological solutions. Through such networking, HNEE and TH Wildau have effectively established an institutional framework for German-Ukrainian cooperation that extends beyond individual projects and serves as a foundation for new initiatives. In this context, the Digital Teaching Network functions not as a single project but as a platform that unites professionals from various fields, supports both horizontal and vertical collaboration, and creates conditions for the development of a sustainable interuniversity ecosystem of digital learning. An analysis of the evolution of both projects reveals a consistent transition from the platform as a technical tool to the network as a socio-institutional phenomenon. While at the initial stage the primary focus was on the digitalization of learning content and the provision of remote access to educational resources, the subsequent stage has centered on creating conditions for joint knowledge management, collective learning, and the development of shared research and educational practices. Thus, the comparative analysis demonstrates that DTN Moodle and Wildau-Kharkiv IT Bridge encompass different disciplinary domains – the ecological-pedagogical and the technicalengineering, respectively. This difference is not divisive but, on the contrary, provides a foundation for interdisciplinary exchange and mutual complementarity. The interaction between these platforms illustrates a transition from isolated educational initiatives toward a more comprehensive ecosystem that integrates digital technologies, pedagogical approaches, and applied scientific fields. Khrutba, V., Nikitchenko, Yu., Balykin, I., Nechyporenko, A., & Frohme, M. , 2(2) https://www.eujini.org.pl 91 Exploring the Preconditions, Motivations, and Typology of Participants in Educational Networks he transition from operating individual digital platforms to establishing sustainable academic and educational networks, as demonstrated in the previous sections, represents a logical stage in the evolution of international cooperation in higher education under contemporary conditions. To understand the essence and nature of this process, it is essential to examine the factors that determine universities and individual instructors’ readiness to participate in network structures, the motivations that drive active engagement, and the barriers that hinder their development. At the beginning of 2025, an empirical study was conducted among participants of the Digital Teaching Network (DTN) aimed at identifying the preconditions, motivations, and typology of participants within this network. This study represented a logical component of the broader analysis of the dynamics of both projects and platforms, which exemplify the transition from technical solutions to socio-institutional forms of cooperation. The study was based on a combination of quantitative and qualitative methods. At the quantitative stage, an online survey was conducted among participants of the Digital Teaching Network (DTN) – including instructors, administrators, IT specialists, and project coordinators. The survey encompassed 185 respondents from 18 Ukrainian and three German universities. The questionnaire consisted of 24 questions organized into four sections: (1) previous experience in international and digital educational initiatives; (2) level of digital competencies; (3) motivational factors for participation in network-based projects; (4) barriers and needs for further collaboration. Focus group discussions were also conducted with the coordinators and partners of the network. The data collected was analyzed using content analysis, which made it possible to identify key trends, common motivations, and behavioral patterns among participants. The findings revealed that the effectiveness and sustainability of educational networks are determined by a combination of organizational, social, technological, and contextual factors, while the institutional readiness of universities remains a key precondition for successful engagement in network-based initiatives. More than 78 % of respondents indicated that their institution had prior experience participating in international educational or research projects, while 64 % reported that digitalization had already been integrated into their university’s strategic documents (such as development strategies, internationalization policies, or quality assurance programs). This suggests that engagement in networks is driven primarily not by external incentives but by an internal readiness for partnership. At the same time, the results showed that human and social capital exert a decisive influence on the quality and sustainability of network connections (Figure 1). For 76 % of surveyed instructors, the main reason for participating in the Digital Teaching Network was the opportunity for professional development through the exchange of experience with colleagues, while 65 % emphasized the value of informal support during times of crisis and wartime conditions. More than 60 % of participants noted that communication and interaction with international colleagues specifically helped them adapt and improve their courses for remote or hybrid learning formats. Thus, the network fulfilled not only an educational but also a social function – providing support, fostering interaction, and strengthening professional solidarity. At the level of professional motivation, the predominant drivers include the desire for professional development (81 %), the enhancement of digital teaching competencies (77 %), and the opportunity to create joint educational materials (63 %) (Table 2). In addition, every second instructor (52 %) reported that, after participating in DTN Moodle or IT Bridge training sessions, they integrated new tools (such as Moodle, Mentimeter, Miro, Canva, and ThingLink) into their own courses. Furthermore, 43 % of respondents indicated that the experience of jointly developing courses motivated them to T Khrutba, V., Nikitchenko, Yu., Balykin, I., Nechyporenko, A., & Frohme, M. , 2(2) https://www.eujini.org.pl 92 participate in other international initiatives (for example, the TransLearnN project). This demonstrates a multiplier effect, whereby initial participation in the network stimulates further professional growth and the internationalization of academic activities. Figure 1. General social and professional motivations for faculty participation in the Digital Teaching Network Notes: Respondents could select up to three response options. Values shown as percentages of respondents. Figure 2. Professional outcomes and motivation factors associated with participation in the Digital Teaching Network Notes: Respondents could select up to three response options. Values shown as percentages of respondents. Particular attention was devoted to the issue of trust and interpersonal relationships, which underpin the sustainability of networks. According to the results of the focus groups, 87 % of participants noted that openness and willingness to cooperate between Ukrainian and German partners had increased during the period 2022–2025. This process was reinforced through joint activities such as workshops, thematic webinars, and academic mobility programs. Participants emphasized that it was regular communication and the joint resolution of practical tasks – such as the development of courses, VR tours, and educational case studies – that fostered trust and durable partnerships. The context of the war in Ukraine has had a significant impact on the role of digitalization as a factor of resilience. More than 70 % of Ukrainian respondents indicated that network platforms – particularly 76 65 60 42 38 5 010 20 30 40 50 60 70 80 Professional development through peer exchange Informal support and interaction during crisis and wartime conditions Opportunity for international academic communication Access to new digital teaching methods and practices Participation in joint projects and events Other 81 77 63 52 48 45 44 43 42 39 33 29 27 25 010 20 30 40 50 60 70 80 90 Professional development and skills enhancement Development of digital teaching competencies Opportunity to co-create learning materials Integration of modern EdTech tools into own courses Expansion of international contacts and partnerships Access to innovative teaching approaches Participation in a community of like-minded educators Opportunity to join international projects Exchange of experience with colleagues from different… Access to support and expert consultations Increased visibility of own academic activities Interest in digital transformation of education Increased competitiveness on the academic job market Opportunity to be part of an innovative educational…