DIGITAL TECHNOLOGIES AS TOOLS FOR EMBEDDING THE SUSTAINABLE DEVELOPMENT GOALS IN HIGHER EDUCATION LEARNING ENVIRONMENTS IN UKRAINE

The article examines how digital technologies can be used as mediating tools to embed the Sustainable Development Goals (SDGs) in the learning environment of a Ukrainian technical university under conditions of ongoing russian military aggression. The problem addressed is the gap between high-level commitments to SDG integration in higher education and the often improvised, unsystematic use of digital tools in everyday teaching, particularly in technical and language-focused courses. The aim is to conceptualise and illustrate digital learning designs that connect SDG-related content with students` linguistic development, professional preparation and wartime experiences. The empirical basis of the study is a set of digitally mediated tasks implemented in English for specific purposes and content-integrated classes with 89 fourth-year students of the Faculty of Power Engineering and Electromechanics over a 6 month period. Data sources include student artefacts (reports, forum posts, infographics, bilingual micro-texts), platform analytics and structured reflection questionnaires. The activities are organised around three clusters: energy resilience (SDG 7 and SDG 13), micro-audits of campus sustainability (SDG 11 and SDG 12), and crisis communication for health, safety and institutional trust (SDG 3 and SDG 16). All data were collected and analysed in anonymized form, with informed consent and explicit guarantees of confidentiality and non-disclosure of personal information. The results show that when digital tasks are closely aligned with students` lived wartime realities, SDG discourse becomes a practical design language rather than a decorative policy label. Students demonstrate more precise technical and argumentative language in English, more nuanced understanding of SDG trade-offs, and a stronger sense of agency in relation to reconstruction-oriented futures. At the same time, the study highlights constraints linked to digital inequality, infrastructural instability and cognitive overload, arguing that sustainable digital pedagogy in war must be designed around feasibility and care. The findings contribute to emerging theoretical and practical models of digitally mediated SDG education in disrupted higher education systems.