This study explores the significant impact of ongoing military conflicts on the educational process within the occupied and frontline regions of Ukraine. These territories include areas occupied by Russian troops since the beginning of the full-scale invasion of Ukraine in February 2022, as well as regions near the active frontline. The research rigorously examines the severe challenges faced by teachers, students and their parents, such as disrupted learning environments and constant threats to safety. It underscores the adaptive measures implemented to maintain educational continuity under such daunting conditions, emphasising the integration of remote learning technologies, strategic curricular adjustments, and reinforced psychological support systems. The study is based on surveys conducted with teachers and parents. It utilises both quantitative and qualitative data analyses to demonstrate the remarkable adaptability of educational systems in times of crisis. These adaptations not only ensure the continuity of education but also play a pivotal role in preserving societal stability and facilitating recovery and development in the affected regions. The findings suggest that the resilience strategies developed in response to these emergencies could serve as a global model for educational resilience. By focusing on the human aspects of the crises, the research highlights the undeniably crucial role of education in both immediate survival and long-term societal recovery, proposing an actionable framework for other regions facing similar challenges.