SPATIAL PROFILE OF THE EDUCATIONAL NETWORK OF GENERAL SECONDARY EDUCATION INSTITUTIONS IN THE KYIV REGION
DOI:
https://doi.org/10.17721/2413-7154/2025.94.6Keywords:
spatial profile, educational network, Kyiv Oblast, educational deserts, decentralisation, private schools, warAbstract
The article examines the spatial profile of the educational network in Kyiv Oblast under the conditions of decentralisation and wartime challenges. Education is conceptualised as a key factor in human capital development and regional sustainability, while spatial analysis of educational infrastructure highlights its role as an indicator of socio-economic dynamics of territories. The aim of the research is to identify spatial imbalances in the distribution of general secondary education institutions (GSEI), delineate the conditional zones of the core, semi-periphery, and periphery, and assess the transformations in educational accessibility caused by the full-scale war. The tasks include cartographic visualisation of the network, evaluation of quantitative and qualitative parameters of GSEI, analysis of the role of private schools, and the impact of demographic and security-related factors. Methodologically, the study combines statistical analysis, spatial modelling, and cartographic methods, based on official statistics, monitoring reports, and the Unified State Electronic Database on Education (EDEBO). The findings reveal a clear asymmetry between suburban communities of Kyiv, with high concentrations of schools, and peripheral areas with low density and the risk of forming “educational deserts”. Trends include a reduction of small schools and branches, stable numbers of hub schools, and growing importance of private education in suburban zones. The war has had a profound impact: over 30% of schools were damaged or destroyed, while internal migration led to uneven pressure on host and de-occupied communities. At the same time, large-scale construction of shelters and the expansion of school transport logistics demonstrated the adaptability of the regional educational system. The results are significant for spatial educational planning, prioritising reconstruction, and ensuring territorial equity in access to education.
First received: 9 September 2025
Accepted: 16 December 2025
Published: 17 December 2025
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