University without walls—science without borders

Introduction

During crises, institutions must choose to either pause or redefine themselves. Berdyansk State Pedagogical University (Ukraine) faced this decision after the occupation of our city on February 27, 2022, due to the war. We lost our buildings, labs, and the physical structures that defined our university. Yet, this situation pushed us to embrace a new model—“University without walls.”

As vice-rector for scientific work, I convinced myself of the effectiveness of this approach. Displaced from our campus, we continued our mission by transcending geographical boundaries. Despite lacking physical space, we managed to sustain and exceed our prewar scientific activity. This experience demonstrated that science knows no boundaries, and the absence of walls enabled new forms of collaboration, both in Ukraine and internationally.

In this reflective narrative, I will share how our university transformed, overcame challenges, and adopted innovative strategies to keep science alive. This is not just a story of survival but of renewal, proving that when walls fall, opportunities grow.

The crisis of displacement: From occupation to rebirth

The morning of February 27, 2022, will forever remain in my memory. Berdyansk fell under occupation, and in an instant, the vibrant life of our university—classes, research, and nearly 5000 students—came to a halt. The bustling halls fell silent, and the future of our institution felt uncertain. We shifted our focus from academic achievements to survival, finding ways to support our students and faculty during this crisis.

For months, we were paralyzed. Our facilities and research equipment were inaccessible, and many faculty were either trapped in occupation or displaced across Ukraine. At first, the overwhelming challenge seemed insurmountable. How could we continue functioning when our city was occupied and our community scattered? It felt as if our work might come to an indefinite stop.

After months of uncertainty, we made a critical decision: we would relocate. Moving an entire university without physical resources or access to essential materials was no small feat, but we were not alone—16 other universities across Ukraine faced similar challenges. Ultimately, we relocated to Zaporizhzhia, a frontline city close enough to Berdyansk to give us hope. However, we chose not to establish a physical campus. Instead, we embraced the idea of a “University without walls.”

With no material base or equipment, we had to redefine how we functioned. Our intellectual foundation, however, remained intact. We prioritized our people—faculty, staff, and students—over physical infrastructure. The university became more than just a place; it became a community.

The early days of this model were chaotic and filled with uncertainty. How could we conduct research without labs or teach without classrooms? But we soon realized that the absence of physical space allowed us to break traditional academic boundaries. If there were no walls, why should there be borders? This shift in thinking opened up new possibilities for collaboration and innovation.

The “University without walls” was no longer just a necessity—it symbolized our resilience and adaptability. Without physical limitations, we discovered new opportunities for growth and scientific progress. After all, science knows no borders.

Restarting scientific activity: A model without borders

The decision to adopt the “University without walls” model was not just about survival; it opened up new possibilities for scientific progress (Suchikova and Tsybuliak, 2023). Despite losing access to our labs, equipment, and facilities in Berdyansk, one thing was clear: our research had to continue. As vice-rector, I knew that a university is defined by its people, not its buildings. Our researchers, faculty, and students were still with us, scattered across Ukraine and the world. We just needed a way to restart our scientific activities beyond the physical constraints of war.

When the Ministry of Education and Science asked whether we could continue our projects, I confidently answered, “We are capable.” I believed we could adapt and expand our research in ways we hadn’t imagined. One critical project in materials science required equipment we no longer had, but instead of giving up, I reached out to colleagues across Ukraine. Sumy National University, though affected by constant attacks, still had its Shared Equipment Center actively functioning. Their support made me realize that Ukrainian universities were no longer competitors but allies in keeping science alive.

This marked a new approach to research—one that wasn’t bound by location or resources. As we partnered with Sumy, I also connected with international colleagues. Offers of help came from Latvia, Kazakhstan, and beyond. A pivotal moment was being invited to the synchrotron facility in Lund, Sweden, where we advanced our research beyond prewar capabilities. Later, I continued work at the DESY synchrotron in Hamburg, benefiting from international collaboration and cutting-edge facilities. These experiences were more than just a continuation—they were a source of inspiration, proving that science knows no borders.

Our “University without walls” model wasn’t a temporary fix; it became a transformative approach. By building partnerships and utilizing global resources, we expanded our scientific output. Projects that could have been halted were instead accelerated. Geography no longer limited us—our scientific potential was now boundless.

Developing new strategies: Pragmatism, innovation, and values

As we adopted the “University without walls” model, it became clear that we needed a fundamental shift in strategy to sustain our academic mission during the war. Traditional approaches to education and research were no longer viable. Instead, we focused on pragmatic solutions, innovation, and aligning our actions with core values—this would form the foundation of our transformation.

Our first step was gathering feedback from our staff through surveys, identifying the challenges they faced and the support they needed. Many faculty members were eager to continue their work but required guidance in this new reality, while others struggled with the emotional impact of displacement. We realized our strategy needed to address both the practical aspects of restarting research and the emotional well-being of our community.

In response, we developed a transition strategy based on three key priorities: enhancing educational content, establishing the university as an innovative scientific hub, and upholding the values that would guide us through the crisis. These priorities shaped our actions and allowed us to resume research and strengthen the bonds within our academic community.

We moved beyond survival mode—our goal was to build a university that could thrive, driven by innovation and grounded in our core values.

Challenges in retaining talent and strengthening research focus

While the “University without walls” model and international collaborations helped sustain our scientific mission, we faced a critical challenge: the loss of academic talent. The war displaced not only our university but also key members of our intellectual community. Some faculty were trapped in occupied territories, while others sought employment elsewhere or left academia altogether. This exodus threatened our ability to maintain research momentum and academic programs.

Retaining our researchers became a top priority. Without a stable core of scientists, it would be difficult to sustain the progress we had made. To address this, we audited our graduates, identifying those who had stayed, left, or moved abroad. Many of our alumni, now working globally, became instrumental in rebuilding our academic teams. We created a network of alumni scientists, inviting them to collaborate remotely or in person, injecting fresh energy and ideas into our research.

This rejuvenation of our academic staff opened new research avenues. Younger scientists brought fresh perspectives, which were especially valuable as we refocused our efforts on topics directly related to the war and Ukraine's recovery. We strategically concentrated on areas of national importance, ensuring both immediate and long-term impact. Key research priorities included:

Preserving academic potential: Exploring how universities could maintain intellectual capital during crises by keeping faculty engaged and productive (Suchikova et al., 2023).

Open science and innovation: The new pillars of university research

As we adapted to operating without physical infrastructure and faced challenges in retaining talent, we realized that embracing open science was essential. Open science, with its focus on transparency, collaboration, and accessibility, provided a framework for continuing our research in line with both our new reality and the global academic community.

One of our first steps was joining the “Open Science for the Ukrainian Higher Education System” (Open4UA) project. This initiative gave us the tools and support to transition to a research model based on open science principles. It democratized access to knowledge, ensuring our research outputs were freely available to the academic community and the public, regardless of location.

Through Research4Life, our scientists gained access to full-text articles and open-access publishing opportunities, which helped remove financial barriers to scientific publishing. We encouraged our faculty to take advantage of these resources by running an internal campaign to raise awareness about available opportunities.

To strengthen our commitment to open science, we hired a specialist in library science, scientometrics, and open science. He developed a tailored Open Science plan and guided our researchers in adopting practices such as data sharing and collaborative publishing.

This openness extended beyond academia. We embraced citizen science, involving community members in research projects and fostering a deeper connection between the university and the public. We believed that science, like education, should have a tangible social impact and be accessible to all.

In this new era of openness and innovation, we weren’t just rebuilding research capabilities but reshaping the nature of academic inquiry.

Lessons learned: A reflection on resilience and innovation

Reflecting on our past 2.5 years, we’ve identified several key lessons that can serve as advice for other universities facing extraordinary challenges. These insights are about more than just surviving a crisis—they emphasize the importance of adapting, innovating, and thriving. Berdyansk State Pedagogical University's experience shows that a university's strength lies in its people, values, and mission, not its physical infrastructure.

Prioritize intellectual capital over material resources: Universities should focus on their most valuable asset—their people. Faculty, staff, and students’ knowledge, skills, and creativity can drive meaningful research and progress, even when material resources are lost. Investing in intellectual capacity should be a long-term priority for any institution.

To think: Universities without walls and the future of education

As we look toward the future, the concept of a “University without walls” raises important questions about the traditional model of higher education. The global disruptions caused by the COVID-19 pandemic and now the war in Ukraine have challenged long-standing assumptions about the necessity of physical campuses, centralized facilities, and permanent infrastructures. In many ways, these crises have accelerated a conversation that has been building for years: what does the future of education look like in a world where physical and digital borders are becoming increasingly irrelevant?

The “University without walls” model, which we adopted out of necessity, offers a glimpse into this future. It suggests that universities can function and even thrive without being tied to a specific location. Instead, they can be flexible, adaptive, and situational, deploying their resources where needed most. This model aligns closely with emerging trends in higher education, such as the rise of “flying universities”—temporary academic institutions that move from place to place, creating short-term hubs of learning and research.

Imagine a world where universities are no longer fixed entities but dynamic organizations that respond to the needs of their communities, regions, and countries. These institutions could set up temporary campuses for specific events, courses, or research projects, moving fluidly across borders. They could foster partnerships within their own countries and across the globe, creating networks of learning and innovation that transcend traditional boundaries.

In this future vision, universities would become knowledge hubs connecting people and ideas from around the world. They would prioritize flexibility, inclusivity, and openness, ensuring that education and research are accessible to all, regardless of location or background. The “walls” that have traditionally separated academia from society would fall, creating a more integrated and responsive educational landscape.

These questions are not just theoretical. They are grounded in the experience of Berdyansk State Pedagogical University, which has been forced to operate without physical infrastructure for more than two years. Our success in this model shows that a university is not defined by its buildings but by its people, values, and commitment to knowledge.

The idea of a “University without walls” is not just about overcoming a temporary crisis—it is about reimagining the future of education itself. It calls on us to be bold, innovate, and embrace the possibilities of breaking down barriers. In doing so, we can create a more inclusive, flexible, and resilient model of higher education that truly reflects the needs of the 21st century.