The problem of wartime collaborationism remains a pressing concern, particularly in the context of modern conflicts such as the Russia-Ukraine war. Understanding the psychological and social dynamics that lead to cooperation with occupying forces is a key to preventing these behaviours in the future. The aim of the study was to explore the phenomenon of collaborationism through the lens of political and social psychology and to develop recommendations for prevention and post-conflict reconciliation. The study employed an interdisciplinary approach, combining theoretical frameworks and empirical research from psychology, criminology, law, and history, to analyse different forms of collaborationism and the mechanisms that lead to them. The analysis integrated key psychological concepts including conformity, obedience, groupthink, deindividuation, social identity, diffusion of responsibility, cognitive dissonance, and differential association, to explain how individuals and groups under occupation may come to cooperate with enemy forces, often against their prior values or interests. Special attention was given to the role of educators, whose collaborationist activities can undermine national security and the continuity of civic identity. The article explored the mechanisms through which group dynamics, authority, and social learning contribute to collaborationist behaviour, especially in the context of the ongoing Russia-Ukraine war, demonstrating how such behaviours can become institutionalised within occupied societies. The findings of this research can be used by professionals in the fields of psychology, law, and security to develop strategies for preventing collaborationism and supporting post-conflict reconciliation
Oleksandr Lapin (Wed,) studied this question.