High-Quality Digital Bichronous Education for Nanoengineers During the War in Ukraine: Does Technology Knowledge Matter?

This article is dedicated to the investigation of the impact of digitalization on the quality of bichronous education during the war in Ukraine, specifically focusing on students' perception of classical courses and courses with modern technologies implemented. We present a case study on the preparation of future nanoengineers in a Ukrainian university during wartime. The research compares the level of student satisfaction with the teaching and mastering of classical disciplines and those disciplines whose content and forms have been digitalized and updated using artificial intelligence. The article demonstrates that digitalization contributes to a higher level of student satisfaction from education and also raises questions about the fact that teachers often lack the flexibility and readiness to perceive innovations that students are well-versed in.