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This article analyzes the transformation of the secondary education system in the newly annexed regions of the Russian Federation, using the Zaporizhzhia Oblast as an example. The aim of the study is to identify the challenges of institutionally integrating the educational systems of the annexed territories into the national legal and social framework. The research methodology is based on an analysis of regulatory legal acts, statistical data from regional educational systems, and the results of international studies on education quality. The results demonstrate the existence of critical contradictions between the need to implement federal standards and the objective temporal constraints of the transition period. Key problem areas are identified: the discrepancy between educational standards, the linguistic specificity of the region, the shortage of teaching staff, infrastructural gaps in the material and technical resources, and the need for social and psychological adaptation of students. The study shows that the declared two-year period of full integration is insufficient to create a coherent education system, requiring a profound methodological overhaul, extensive retraining of teaching staff, and comprehensive infrastructure modernization. The international PISA 2022 study revealed a critical gap between Ukrainian schoolchildren and OECD standards. The conclusion emphasizes the need for coordinated efforts by federal and regional governments to ensure the synthesis of standardized requirements with local specifics, while adequately funding transformation processes.
Keywords:educational integration, education system transformation, new constituent entities of the Russian Federation, Zaporizhzhia Oblast, federal educational standards, teaching staff, material and technical resources, language adaptation.
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