Throughout the summer school, students worked in groups to explore and present topics related to academic freedom in times of war. Each group examined a distinct aspect of how wartime conditions influence academic freedom.

Team Members

• Kira Ruban – Adam Mickiewicz University, Poland
• Anna Herkaliuk – Adam Mickiewicz University, Poland
• Larissa Ley – University of Graz, Austria
• Olha Pryvalova – International Humanitarian University, Ukraine
• Anastasiia Malovik – International Humanitarian University, Ukraine

Overview

This project examines the evolving state of institutional autonomy in Ukrainian higher education, particularly in the context of the ongoing war. Building on legislative reforms and current challenges, the group analysed how autonomy is defined, exercised, and threatened in times of crisis.

Understanding Institutional Autonomy

Before the full-scale invasion in 2022, Ukraine had taken significant steps toward modernising its higher education system.

The 2014 Higher Education Act granted institutions greater independence in curriculum development, budget management, and governance processes. Supported by domestic policy reforms and international cooperation, universities were gradually gaining the ability to operate with increased flexibility and strategic freedom.

The war has disrupted this trajectory. According to the group’s findings, more than 2,000 educational institutions have been affected since 2022, with over 300 completely destroyed. As a result, centralised decision-making has expanded, institutional mobility has decreased, and local autonomy has eroded.

Autonomy Under Wartime Conditions

The analysis highlights how wartime realities reshape the role of universities. Education becomes intertwined with political objectives as both Russia and Ukraine adapt curricula to reflect wartime narratives.

• In Russia, the shift involves stronger central control and intensified patriotic framing.
• In Ukraine, curricular adaptations emphasise sovereignty, resilience, and national identity.

Simultaneously, international support—through grants, exchange programmes, and research partnerships—has played a critical role in sustaining universities. Yet reliance on external funding also introduces new forms of pressure, sometimes encouraging alignment with dominant Western frameworks and priorities.

Critical Reflection

The project underscores that during armed conflict, universities function not only as academic institutions but also as cultural and political actors. This dual role raises a fundamental question captured by the students’ research:

Are universities defenders of free inquiry, instruments of the state, or something in between?

The group’s work contributes to a broader understanding of how autonomy must be safeguarded, redefined, and strengthened in crisis contexts. Further student projects in this series will continue to explore education, policy, and institutional resilience.

Team Members

• Mishel Bondar – Taras Shevchenko National University of Kyiv
• Roza Athanasatou-Kots – University of the Peloponnese
• Pola Bogacz – Adam Mickiewicz University
• Wiktor Chałupniczak – Adam Mickiewicz University
• Raffael Jessner – University of Graz
• Dmytro Muzychuk – Adam Mickiewicz University
• Antonino Martorana

Overview

The project Campus Integrity examines the conditions that enable universities to remain safe, autonomous, and inclusive environments for learning, research, and open dialogue.

The group analysed global contexts in which conflict, political pressure, and social instability compromise these conditions and identified key areas where institutions must act to safeguard academic freedom.

Key Threats Identified

The research highlights three major threats to campus integrity:

• Political repression, including arrests, surveillance, and restrictions on student and academic activism.
• Economic and social instability, manifested through chronic underfunding, unsafe facilities, and displacement.
• War and armed conflict, resulting in physical destruction, relocation of institutions, and reduced access to education.

Institutional and Community Responses

The team reviewed international case studies to assess institutional responses and propose measures to strengthen campus protection.

Recommended strategies include:

• Enhancing student participation in university governance.
• Establishing formal structures that guarantee institutional autonomy.
• Ensuring both physical safety and inclusive environments that promote emotional and symbolic security.
• Recognising campuses as protected spaces for free expression and access to education.
• Providing targeted support for displaced students and academics.

Examples analysed include:

• Ukraine, where universities have constructed protective shelters, relocated facilities, and created support systems for students from occupied regions.
• Latin America and the United States, where responses to student protests have raised concerns about the limits of assembly and expression.
• Lebanon, Italy, and Greece, where economic instability, discrimination, and ongoing “brain drain” have weakened institutional resilience.

The group concludes that safeguarding campus integrity involves protecting not only university infrastructure but also the principles, communities, and democratic values that underpin higher education.

Team Members

• Anastasiia Shevchenko – Adam Mickiewicz University
• Andrii Alieksieienko – Adam Mickiewicz University
• Bohdana Shevchuk – Adam Mickiewicz University
• Diana Anufrieva – Sumy State University
• Dimitris Koliopoulos – University of the Peloponnese
• Viktoriia Mykhlych – International Humanitarian University

Overview

The project Freedom of Academic and Cultural Expression investigates how universities either enable or restrict the free exchange of ideas, creativity, and cultural participation. Using interviews, survey data, and comparative case studies, the group examined how academic and cultural expression is shaped by institutional policies, political pressures, and social norms.

Defining Academic and Cultural Freedom

The group defines this freedom as the ability to research, teach, publish, create, and participate in public or artistic expression without fear of institutional censorship or political interference. Their analysis reflects growing global concern about the decline of academic and cultural freedoms in contexts of political polarisation and institutional sensitivity.

Student Perspectives

Interviews and survey responses revealed contrasting experiences among students. While some reported supportive environments that encourage open dialogue, others noted insufficient communication, limited opportunities for expression, or hesitation to address sensitive topics. Respondents were asked to reflect on:

• The improvements needed within universities to protect academic and cultural expression.
• Whether they had personally experienced restrictions related to their views, identity, or interests.

Recommendations and Future Work

The group concludes that academic and cultural expression must be actively supported through institutional policy and student engagement. Their recommendations include:

• Involving students directly in the development of expression-related policies.
• Promoting open discussion rather than suppressing challenging or controversial topics.
• Recognising cultural events as essential components of university life.

The team intends to continue gathering student feedback and expand the project to additional countries and historical contexts.

Team Members

• Kyryl Medvediev
• Iryna Lutsenko
• Artyom Papyan
• Oleh Pilka
• Christaime Ngoy
• Oleksii Pavlusenko

Overview

This project examines the two core dimensions of academic freedom: the freedom to teach and the freedom to conduct research. The group explored how these freedoms are defined, exercised, and restricted across different national contexts, with a particular focus on the contemporary pressures affecting universities.

Defining Academic Freedom

The freedom to teach is understood as educators’ ability to design and deliver instruction according to their expertise and students’ needs. The freedom to conduct research refers to the autonomy to choose research topics, methods, and to publish findings without interference.

Key Challenges Identified

The team highlighted several limitations affecting academic freedom, including reduced funding, increased state control during wartime, restricted access to academic resources, and forms of censorship in territories under political pressure.

Historical and Global Context

The project briefly traced the evolution of academic freedom from its early European origins to its recognition as a modern civil right. International examples demonstrate that even where protections exist, academic freedom remains vulnerable to political, ideological, and economic constraints.

Comparative Perspectives

Through interviews with representatives from Poland, Ukraine, Italy, Greece, and Austria, the group identified national differences in how teaching and research freedom are supported or restricted. Their findings point to varying levels of autonomy, resilience, and institutional support across the five countries.