Social work students and teachers responding to internally displaced persons’ need of shelter in Ukraine in spring 2022: Service learning and recognition

Abstract

In the spring of 2022, in response to the Russian invasion of Ukraine, social work teachers and students in Lviv provided shelter support to internally displaced people. This article explores the challenges faced as well as adapting pedagogy to the crisis. An online transnational collaboration and retrospective analysis approach was employed to gather information from the teachers and students. Through a descriptive analysis, informed by Honneth’s theory of recognition and service-learning model pedagogy, the results highlight the complex challenges inherent in humanitarian assistance. This article contributes to a heightened understanding of the role social work plays in armed conflicts.