Conducting ethical research in war zones is a challenging yet crucial endeavour, especially when viewed as a practice of freedom. Existing scholarship on research ethics in conflict zones primarily addresses safety challenges (see for example Krause, 2021), the implications of being an outsider (see for example Helbardt et al., 2010) and the politicisation of research (see for example Heathershaw & Mullojonov, 2020). However, the pursuit of ethical research in relation to the practice of freedom, particularly using Ukraine as a case study, has not been researched.

Our recent study (Kushnir & Zabolotna, 2025), focusing on the case of Ukrainian universities, explores the emancipatory potential of ethical research amid the ongoing war. The study was conducted by Professor Zabolotna, based in Ukraine, and Dr Kushnir, who is closely connected to the Ukrainian cultural context but is currently based in the UK. Both authors have extensive experience researching Ukrainian higher education. This blog post highlights key findings and insights from our research, underscoring the importance of ethical practices in higher education during times of war.

The context: Ethical research in war zones

However, the pursuit of ethical research as a practice of freedom, particularly in the context of Ukraine, remains underexplored. Our study aims to fill this gap by examining how members of the Ukrainian higher education community navigate ethical research amid war-induced destruction.

Research as a practice of freedom

Drawing on the ideas of Paulo Freire (1970) and other scholars (see for example Hermanowicz, 2021; Zibani et al., 2022), we view research as an enabler of freedom. Freire’s concept of liberating education, which contrasts with the oppressive ‘banking concept of education’, provides a foundation for understanding how ethical research can foster emancipation (Freire, 1970, p. 72). In the context of Ukrainian universities, pursuing ethical research symbolises resistance against the oppressive legacies of the Soviet past and the current war.

Our research design, informed by BERA’s Ethical Guidelines for Educational Research (2024), involved a mixed-method approach. We conducted an online survey with members of the Ukrainian Education Research Association (UERA) (n=400) and in-depth semi-structured interviews (n=10) with academic staff and doctoral candidates. This approach allowed us to combine broad survey data with detailed interview insights, providing a comprehensive understanding of ethical research practices in Ukrainian higher education.

Key findings: Challenges and emancipatory practices

The survey results revealed significant challenges in conducting ethical research in Ukraine. While 71.67 per cent of respondents indicated that their institution provides resources for ethical decision-making, only 60 per cent reported mechanisms to support researchers dealing with ethical dilemmas. Furthermore, only 50 per cent rated their institution’s efforts to promote researcher wellbeing and ethical development as better than moderate.

‘Ethical research practices align with international standards and contribute to the resilience of the higher education community in Ukraine.’

Despite these challenges, our study found that pursuing ethical research in a war context serves as a symbolic tool for academics and postgraduate candidates to resist the destruction caused by the war. Ethical research practices align with international standards and contribute to the resilience of the higher education community in Ukraine.

Recommendations: Enhancing ethical research practices

To improve ethical research practices in universities in Ukraine and other war zones where academia faces similar challenges, we recommend the following:

1. Develop comprehensive training programmes: Enhance awareness and understanding of ethical principles through training sessions, online courses and access to Ethics Committee consultations.
2. Strengthen institutional support: Focus on improving researchers’ wellbeing and ethical development programmes, providing specific resources and support mechanisms for ethical decision-making.
3. Promote a national framework: Advocate for the establishment of a national framework for ethical research, for example by incorporating and adapting updates from the latest BERA guidelines.

Conclusion: The transformative power of ethical research

Our study underscores the critical role of ethical research practices in war zones, using the case of Ukrainian universities as a focal point. Despite the immense challenges posed by the ongoing conflict, the pursuit of ethical research serves as a powerful testament to the resilience and commitment of Ukrainian academics and students. By fostering an academic culture that prioritises integrity, freedom and resilience, ethical research can contribute positively to both local and global knowledge bases.

References

Freire, P. (1970). Pedagogy of the oppressed. Seabury Press.

Heathershaw, J., & Mullojonov, P. (2020). The politics and ethics of fieldwork in post-conflict environments: The dilemmas of a vocational approach. In Doing fieldwork in areas of international intervention (pp. 93–112). Bristol University Press.

Helbardt, S., Hellmann-Rajanayagam, D., & Korff, R. (2010). War’s dark glamour: Ethics of research in war and conflict zones. Cambridge Review of International Affairs, 23(2), 349–369. https://doi.org/10.1080/09557571003752688

Hermanowicz, J. C. (Ed.). (2021). Challenges to academic freedom. Johns Hopkins University Press.

Krause, J. (2021). The ethics of ethnographic methods in conflict zones. Journal of Peace Research, 58(3), 329–341. https://doi.org/10.1177/0022343320971021

Kushnir, I., & Zabolotna, O. (2025). Pursuit of ethical research in a war zone: A quest for freedom. Journal of Academic Ethics. Advance online publication. https://doi.org/10.1007/s10805-025-09619-x

Zibani, P., Rajkoomar, M., & Naicker, N. (2022). A systematic review of faculty research repositories at higher education institutions. Digital Library Perspectives, 38(2), 237–248. https://doi.org/10.1108/DLP-04-2021-0035