Aim: To analyze the changes in the psycho-emotional state of participants in the educational process in Ukraine under wartime conditions and to identify effective educational technologies for overcoming psycho-emotional barriers. Materials and Methods: The research applies both quantitative and qualitative analyses of data collected through surveys of 269 students and 100 faculty members at higher education institutions (totally, 369 respondents). The study is grounded in an interdisciplinary approach that combines psychological, pedagogical and sociological methods. Results: The most common issues were anxiety, fear, and emotional exhaustion (222 individuals [60,2 %]). Problems with stress resilience were noted by 96 respondents (26,0 %), and traumatic wartime experiences were a challenge for 60 respondents (16,3 %). Feelings of physical danger were noted by 58 people (15,7 %). Misinformation and the information war were mentioned by 50 respondents (13,5 %). A total of 27 respondents (7,3 %) were forced to change their place of study, 12 (3,3 %) reported experiencing bullying, and 9 (2,4 %) reported discrimination based on origin or views. It has been found that the use of educational technologies such as trauma-informed approaches, coaching, mentoring, and mediation contributes to reducing stress levels and supporting psychological well-being. Conclusions: In times of crisis, the educational process should focus not only on achieving academic outcomes but also on maintaining the psycho-emotional health of all participants. An integrated approach to learning, including adaptive educational technologies aimed at overcoming psycho-emotional barriers of higher education students, ensures the sustainability of the educational environment.