These young people leave behind the city’s comfort and office life to become teachers in villages and small towns where there is an acute shortage of staff. They see this as a chance to support rural children, change communities from within, and be part of the revival of education in the regions. This opportunity is offered by the Teach for Ukraine NGO (TFU). According to the program’s terms, participants teach their favorite subject in a rural school for one or two years. These are young people without formal pedagogical education, ready to learn, grow, and share their knowledge with children. Besides the official teacher’s salary, they receive a stipend that covers housing and other living expenses.
Over seven years, more than 80 participants have joined the program. Currently, young and motivated teachers have arrived in 38 schools. This is incredibly important because Ukrainian education is going through extremely difficult times, and the shortage of teachers is just one part of a bigger crisis. According to TFU statistics, less than 10% of teachers in Ukraine are under 30 years old.
This year, the project team received over 300 applications and selected 30 participants who started teaching on September 2 in communities across Kyiv, Odesa, and Ivano-Frankivsk regions.
Every year, the Teach for Ukraine NGO attracts talented graduates from Ukrainian universities and young specialists to teach in small communities across the country. “We get about 300–500 applications annually, not only from pedagogical university graduates,” says Oksana Matiyash, Chairperson of TFU. “Some are even leaving careers in IT to support children’s education during these extremely difficult times.”
One of the program’s alumnae, Natalia Filonova, who taught Ukrainian language and literature in Hrebinkivskyi Lyceum (Kyiv region), shares that participation was a life-changing experience. It influenced her career — Natalia enrolled in postgraduate studies and was named among Ukraine’s top 50 teachers by the Global Teacher Prize.
“For me, it was important not just to teach school subjects, but to instill a love for the native language, a sense of pride and understanding that everything Ukrainian is truly cool, fashionable, interesting, and inspiring,” Natalia said. “When I was a university student and a member of the ‘Plast’ scouts organization, I noticed a decline in patriotic education among children and teenagers. So, in my lessons, I did everything to counterbalance that decline.”
Another participant, IT specialist turned math teacher Olena Havryliuk from Blistavytska Secondary School (Kyiv region), explains what motivated her to join:
“For four years I worked as a Front-End Engineer at a leading IT company. I grew tired of my dream remote job, stuck inside walls doing tasks whose results I never saw because they were somewhere far away, on another continent. So, I started thinking about how I could do something socially useful. Regarding abroad — I’m not drawn there. I traveled a lot across Europe but never wanted to stay long-term. It’s considered that life is better there, but everything is foreign to me, and I don’t want to start over.”
Daria Yastrub, a Ukrainian language and literature teacher from Hotyanivka Secondary School (Vyshhorod City Council), was born and raised in a small town in Kherson region and educated at NaUKMA. During her studies, she thought all social change happened in cities, especially Kyiv. But over time, she realized change should start “from below,” from the villages. Because change reaches villages very slowly, yet children growing up there will shape the country’s future — they desperately need proper attention and education.
Dmytro Demyanenko, computer science teacher at Oleksandrivska Secondary School (Odesa region), completed a master’s degree in Economic Systems at Maria Curie-Skłodowska University (Lublin, Poland). His motivation is the desire to help Ukrainian youth get quality education regardless of their location or living conditions.
“My motivation was based on understanding: who, if not me? I studied and lived in Poland, returned when COVID began, stayed when the full-scale invasion started. Now, developing Ukrainian youth and raising the people who build this country is my biggest goal,” Dmytro says.
He admits he wanted to teach specifically in Odesa region because it always felt distant but fascinating to him. Now he’s happy to be here — close to the sea, nature, and far from city bustle.
The participants arrived with great enthusiasm but inevitably faced challenges — personal (adapting to a new place and profession) and practical (housing and everyday life).
Olena Havryliuk recalls:
“The school was offered by the Teach for Ukraine team. I could have declined and asked for another, but I liked it. At first, it was scary. I often fear the unknown, and school was totally unknown to me as a teacher. Like many irrational fears, it turned out baseless. I tried not to build other expectations. I like my school, team, and kids.”
Housing was also a challenge. Olena lives with a colleague and her daughter in one shared room.
“That’s probably the main difference from my city life,” she says. “Mostly a plus, with lots of support and fun, but sometimes you want some privacy. Life here moves slower — still moves, but not as fast and exhausting as in the city. I love the fresh air, proximity to nature, no tall buildings, and that people bring us fruits and veggies from their gardens.”
Natalia Filonova notes it was hard to rent a room in Hrebinky because few were available. But local school administration and community leaders helped.
Olena also says her main challenge was to engage students.
“Some kids seem to have settings like ‘I don’t know’ and ‘don’t bother me,’” she says. “I have four different classes since the school has no parallel grades, so I prepare 18 unique lessons weekly. It’s hard to keep up, but I believe I’ll soon adapt and manage my time.”
Participants experienced firsthand the hardships rural schools and teachers face.
“My school is quite special,” says Daria Yastrub. “It’s meant for 100 kids, but over 300 study there, with two shifts. Classrooms are few; kids sit everywhere, even where clothes usually hang. They put a bench there and made it a desk. For example, 16 kids in a tiny ninth-grade room, and one sits on an extra chair near the coat rack. But that doesn’t stop him from being active.”
Despite challenges, participants gained invaluable experience:
“I expected to come to a school with no support for initiatives, where nobody wants anything. But it’s quite the opposite,” says Dmytro Demyanenko. “I have a great school and cool teachers. It inspires me to do things, change, and improve.”
Together with students, they started a Plast scouts club, and Dmytro runs career guidance sessions.
Participation in Teach for Ukraine Fellowship matters for the country and each participant personally. They gain experience and sometimes change life plans.
Olena Havryliuk says the program made her more confident with students and better understand them. She believes schools need teachers who inspire kids, provide quality education, and pass on relevant soft skills.
Dmytro Demyanenko found his calling through the program:
“I want to continue my teaching career,” he says. “At first, I was scared, but now I know this is my path, and I’m thrilled. I also plan to pursue a PhD.”
Author: Iryna Frantsuz, journalist, Spinus Agency for ZN.UA media
