Abstract
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 socio-institutional 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.
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Copyright (c) 2025 Viktoriia Khrutba, Yuliia Nikitchenko, Ivan Balykin, Alina Nechyporenko, Marcus Frohme