Kornytska, Yuliia2025-06-112025-06-112025Kornytska, Yu. Emotional scaffolding in ESP teaching during wartime / Kornytska Yuliia // Перспективи та інновації науки. - 2025. - № 5(51). - С. 80-87.2786-4952 Onlinehttps://ela.kpi.ua/handle/123456789/74191The ongoing war in Ukraine poses substantial challenges to ESP education, extending beyond curriculum development or language instruction. Students are exposed to disrupted infrastructure, institutional instability, and emotional trauma, all of which undermine their ability to concentrate, engage in learning, and retain information. Chronic stress, displacement, and uncertainty significantly increase the risk of academic failure, emotional disengagement, and long-term psychological difficulties. Recent research reveals that a majority of Ukrainian students experience heightened levels of anxiety, depression, and symptoms consistent with posttraumatic stress disorder (PTSD), which directly affect their academic performance and emotional stability. These issues are particularly pronounced in ESP learning environments, where students must acquire both advanced language skills and the ability to function effectively in high-pressure professional situations. In such contexts, emotional resilience becomes just as vital as linguistic competence. This article explores the potential of emotional scaffolding—an instructional approach that embeds emotional support into pedagogical practice—as a means to enhance learning during wartime. Drawing on existing research and classroom experiences, it proposes methods for adapting tasks to students’ emotional realities, integrating digital tools for stress regulation, and fostering reflective activities to strengthen emotional awareness. Together, these strategies can help build safe and responsive educational environments that support both academic and psychological development. Rather than replacing traditional instruction, emotional scaffolding provides complementary support, fostering a more holistic and human-centered model of ESP education. As such, it has the potential to promote both professional growth and emotional well-being. Future studies should explore its role in enhancing educational resilience in the context of sustained global or regional crises.enemotional scaffoldingEnglish for Specific Purposespedagogical strategiesemotional supportstress regulationprofessional communicationeducation during warскаффолдінганглійська мова професийного спрямуванняпедагогічні стратегіїемоційна підтримкастресова регуляціяпрофесійне мовленнявійна та освітаArticleС. 80-87https://doi.org/10.52058/2786-4952-2025-5(51)-80-8781'25:37.015.30000-0002-4781-0807