Use of electronic courses on the Moodle platform in the educational process at Kharkiv National Medical University during martial law

Background. The paper examines the organization of the educational process for students at Kharkiv National Medical University (KhNMU) under martial law, with a focus on the use of electronic courses. It highlights key challenges of online learning: hazardous conditions, power and internet disruptions, and the need to balance studies with work or volunteering. Aim. To assess the attitudes of students at KhNMU toward the use of electronic courses in the learning process, as well as the effectiveness of the Moodle platform's resource base offered by the academic staff of the departments, to improve and optimize the structure of electronic courses. Materials and Methods. The study was carried out as a private initiative of the authors, without additional funding and state registration of the scientific topic, using bibliosemantic, sociological, and systems analysis methods. The survey involved 124 students: 67 first‑year, 45 third‑year, and 12 fourth‑year students. The study evaluated the advantages and disadvantages of learning through electronic courses, challenges encountered in using the Moodle distance learning system, and the level of knowledge acquisition during distance learning supported by the electronic courses. Statistical analysis was performed using descriptive statistics (frequency distribution analysis) with Excel 2016 (Microsoft, USA). Research Ethics. The study was conducted in accordance with the principles of the Declaration of Helsinki of the World Medical Association (1964–2024). All respondents signed an informed consent to participate in the study. Results. Among 124 respondents, 87.9% were in Ukraine (66.1% in eastern regions, close to the combat zone), 67.7% could join online classes, and 32.2% experienced power/internet disruptions. Most (66.1%) had experience with electronic courses, 52.4% reported no difficulties with Moodle, and 44.0% encountered no significant learning challenges. Students valued self‑paced study and combining education with work or military service. Conclusions. Electronic courses enable students to continue studying during martial law, even in frontline areas, supporting flexible, individualized learning. Given frequent power and internet disruptions, they are often the only means of maintaining educational continuity.