Ukrainians in Poland: Lessons for international education

International student mobility has long been shaped by aspirations for better education and career prospects. However, for students from conflict-affected regions, these aspirations are often complicated by geopolitical uncertainties and economic disruptions.

We have been exploring the career trajectories of Ukrainian students pursuing higher education in Poland amid the ongoing war in Ukraine. Through in-depth interviews and focus groups, we heard first-hand how the conflict has redefined their professional goals, financial security and self-perception.

Navigating an uncertain future

For many international students, studying abroad is a carefully planned decision – an opportunity to gain a global education and set the stage for an ambitious career. But what happens when war suddenly changes everything?

When we spoke to Ukrainian students in Poland, they shared how their dreams of starting businesses or securing jobs at multinational corporations had been replaced by more immediate concerns – staying afloat financially, ensuring their families’ safety and dealing with the emotional toll of war.

One of the biggest shifts we observed was the move towards financial independence. Before the war, many students could count on family support. Now, they are the ones sending money home. This financial pressure has led them to prioritise stable jobs over riskier entrepreneurial ventures. They told us about juggling coursework and part-time jobs, about the exhaustion of working long hours and about the guilt of not being able to do more for their families.

Legal uncertainty has only added to their stress. Unlike refugees, Ukrainian students who arrived before the invasion don’t qualify for temporary protection and face complicated residency requirements. Many described endless paperwork, frustrating bureaucratic hurdles and the fear that one wrong move could jeopardise their ability to stay.

Changing perceptions of opportunity

When we asked students why they had chosen Poland in the first place, many spoke about its affordability, its geographical closeness to Ukraine and the opportunities it offered in the European job market.

But after the invasion, their perspectives started to change. Some encountered bias in the labour market, where their accents or nationality made them feel less valued. Others noticed a subtle shift in attitudes – where once there was unwavering solidarity with Ukrainians, now there was growing fatigue and even resentment.

For some, this has sparked a desire to move on – to other European Union countries where they won’t be lumped together with refugees. They described wanting to be seen as professionals, not just as people escaping war. Others, however, are starting to see new opportunities in Ukraine itself.

What surprised us was how many students were considering returning to Ukraine. Before the war, few had planned to go back. Now, with the country in need of rebuilding, they saw a chance to start businesses, create jobs and contribute to something bigger than themselves.

This shift is especially pronounced among female students, who spoke passionately about wanting to be part of Ukraine’s reconstruction. Male students, however, expressed hesitation, worried about being drafted into military service. The decision to return, it turns out, is deeply personal and shaped by more than just professional ambitions.

Our research challenges the conventional wisdom that international students follow predictable career paths. Instead, we found that unexpected global events – like war – can completely reshape their trajectories. Career decisions are no longer just about personal ambition; they are about survival, responsibility and a shifting sense of identity.

For Ukrainian students, the war has changed not just where they see themselves working, but how they see themselves as professionals. Some now define success as securing a stable job, while others see it as playing a role in rebuilding their homeland.

Supporting students in crisis

After hearing these stories, we believe host institutions and policy-makers need to rethink how they support international students from conflict-affected countries.

First, visa and residency processes need to be streamlined to reduce unnecessary stress. Second, financial aid should be adjusted to reflect the reality that many students are now financially responsible for their families. Finally, host universities must work to create more inclusive environments where these students are seen not just as people in crisis, but as future professionals with valuable skills.

Higher education has a crucial role to play in supporting students from conflict zones – not just by offering them a place to study, but by ensuring they have the resources and opportunities to build meaningful careers, wherever they choose to go.

The students we spoke to are resilient, resourceful and determined to shape their own futures despite the uncertainty they face. Their stories challenge us to think differently about international education and migration. Their journeys are not just about escaping conflict but about finding new ways to thrive.

As researchers, we’ve been deeply moved by their experiences, and we hope that by sharing their voices, we can contribute to a broader understanding of how conflict shapes education, career development and the very idea of what it means to be an international student.

Aleksandra Gawel and Katarzyna Mroczek-Dabrowska are professors at the Poznan University of Economics and Business, Poland. Krzysztof Wach and Agnieszka Glodowska are professors at the Kraków University of Economics, Poland. They conduct research on migrants’ entrepreneurial intentions and early career development. This article draws on their study, “Caught in suspension – the pivotal shift in the career intentions of international students in times of geopolitical tumult: Ukrainians at universities in Poland”, which has just been published in the journal Globalisation, Societies and Education.

This article is a commentary. Commentary articles are the opinion of the author and do not necessarily reflect the views of University World News.