Purpose: This study aimed to analyse the psychological and pedagogical aspects of online learning in Ukraine under conditions of digital transformation, the COVID-19 pandemic, and the ongoing war. It sought to identify the challenges teachers face and propose ways to improve distance education through competency development. Design/Methodology/Approach: The research employed comparative analysis, synthesis, systematisation, and generalisation. The study was conducted as a systematic literature review following the PRISMA 2020 guidelines. A total of 47 peer-reviewed articles published between 2018 and 2025 were analysed, retrieved from Scopus, Web of Science, and Google Scholar databases. The selection focused on empirical studies addressing teachers’ digital competence, psychological well-being, and pedagogical innovations in online education. Findings: Only 38% of teachers demonstrated high digital competence, while 76% lacked sufficient skills for effective online teaching. Emotional burnout (52%), overload (67%), and stress (62%) were prevalent, compounded by technical barriers such as blackouts and unstable Internet (79%). These issues resulted in incomplete courses in 31% of cases. Interventions, including targeted training modules, improved digital competence by 30% and raised average test scores from 45 to 75 points (p < 0.01). Institutions that provided systematic support achieved twice the effectiveness index (8.4 vs. 4.1). Research Limitation: The study was limited to Ukrainian educators, which may affect generalizability across different contexts. Practical Implication: The results highlight the urgent need for structured training in digital pedagogy and integration of online tools to enhance lesson design and learner motivation. Social Implication: Strengthening teachers’ digital skills and psychological resilience is crucial for sustaining education during crises. Originality/Value: This research provides empirical evidence on the intersection of digital competence, stress factors, and institutional support, offering pathways to improve the sustainability of online learning under challenging conditions. © African Journal of Applied Research.
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