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The article provides a comprehensive analysis of the transformation of human capital development in Ukraine during wartime and the post-war period, with a particular focus on the application of artificial intelligence (AI) technologies. It is substantiated that wartime challenges, including demographic losses, forced migration, declining employment, and disruption of educational systems, significantly affect the qualitative characteristics of human capital. At the same time, crisis conditions foster the emergence of new competencies, such as digital literacy, adaptability, critical thinking, and the ability for rapid learning.
The study identifies artificial intelligence as a key instrument for ensuring the continuity of education, improving its quality, and supporting human capital development under conditions of instability. The implementation of AI contributes to the personalization of learning, automation of assessment, and the development of adaptive educational environments. Particular attention is given to the use of text-based AI models, including ChatGPT, Google Gemini, and Microsoft Copilot, which are actively applied for content generation, academic writing support, tutoring, and skill development. These tools enhance access to knowledge, support individualized learning trajectories, and facilitate continuous professional development.
In addition, AI-powered platforms such as Coursera, Duolingo, and adaptive learning systems are analyzed as effective instruments for reskilling and upskilling the workforce. The integration of such tools enables the development of flexible competencies aligned with labor market demands.
The article also examines approaches to integrating formal, non-formal, and informal education in teacher training within the context of post-war recovery. Practice-oriented learning models supported by AI are shown to be effective for designing personalized learning pathways, monitoring outcomes, and supporting the psycho-emotional well-being of learners.
The main directions for modernizing educational programs in pedagogical universities are outlined, emphasizing interdisciplinary learning, ethical awareness, and digital competence. It is concluded that AI-driven tools and models play a crucial role in restoring and enhancing human capital, ensuring economic resilience and sustainable development in the post-war period.
Keywords:
human capital; artificial intelligence; wartime economy; post-war recovery; digital transformation; education systems; teacher training; adaptive learning; lifelong learning; AI tools; digital competencies