Technological education in Ukraine: from labour training to digital innovations

This article explores the historical evolution, current transformation, and strategic importance of the school subject "Technologies" in Ukraine, particularly under the conditions of full-scale war. The study traces the transition from the Soviet-era utilitarian "labour training" course to a multidimensional, interdisciplinary field integrated within the New Ukrainian School (NUS) reform. The shift in educational paradigm is examined — from manual tasks to a focus on critical thinking, creativity, digital literacy, and entrepreneurial competencies. A special emphasis is placed on project-based learning, the application of digital tools (3D modeling, Arduino, Canva, Scratch, Google Workspace), and the implementation of STEAM approaches. The article highlights how technology lessons facilitate interdisciplinary collaboration with computer science, mathematics, biology, and arts education. The impact of the Russian invasion is analyzed in detail, illustrating how the subject has become not only an educational tool but also a psychosocial support mechanism, offering students a sense of stability, agency, and purpose through practical activities like candle making, sewing kits, and digital presentations. Key systemic challenges are discussed: unequal access to modern equipment, insufficient teacher training in digital and project-oriented methodologies, the lack of clear models for interdisciplinary integration, and outdated teacher certification procedures that fail to reflect 21st-century educational realities. Despite the difficulties, the Ukrainian education system continues to adapt and evolve. The article argues that the "Technologies" subject serves as a platform for resilience, innovation, and hands-on learning – forming an essential component of a future-oriented, inclusive, and socially relevant education system in times of both crisis and recovery.