Kateryna Bondar

SCAS-VUIAS Fellow, SCAS.
Associate Professor, Department of Psychology, Kryvyi Rih State Pedagogical University

Kateryna Bondar, an associate professor at the Department of Psychology at Kryvyi Rih State Pedagogical
University, obtained her PhD in General Psychology from Oles Gonchar Dnipro National University in 2013,
specializing in the psychology of anticipation. Bondar’s professional journey has been enriched by further
specialization in psychotherapy, including psychodrama and family systems psychotherapy, in the period
2009–2020. Certified as a EuroPsy psychologist since 2023, she brings a wealth of expertise to her field as
a researcher and practitioner. Bondar's academic career developed as she transitioned from Senior Faculty
to Associate Professor at Kryvyi Rih State Pedagogical University, coupled with a stint as a Visiting Pro-
fessor at the Free University of Berlin and as a researcher at the International Psychoanalytic University
of Berlin (2022–2023).

Since 2014, Bondar has worked as an expert on enhancing government reforms in Ukrainian regions by
integrating EU standards with local policies. Her leadership in international projects spanning educational
inclusion (GIZ GmbH), youth citizenship (USAID), and trauma-informed methodologies in conflict zones
(GIZ GmbH; ERASMUS+) underscores her commitment to transformative change. A prolific author,
Bondar has penned five books and contributed to notable publications, including a chapter on "Citizenship
Activity of Young Ukrainians" in a Routledge monograph  (2022) and an article on data-driven decision
making in Ukrainian higher education (2023).

Her current research project, "Citizenship Activities of the Young in Post-Invasion Ukraine – A Comprehe-
nsive Study" (CAP-U), delves into the involvement of Ukrainian youth in citizenship activities following the
Russian invasion. Utilizing qualitative analysis and grounded theory methodology, the study aims to under-
stand the dynamics of traditional and digital citizenship engagement in the midst of conflict, and offers
insights for assessing post-invasion digital-citizenship endeavors among young individuals.

This information is accurate as of the academic year 2024-25.