The Fresh AIR 2026 hackathon as a tool for developing innovative skills: the experience of the ukrainian team from the Erasmus+ DOMANI project
Abstract
Purpose. To highlight the experience of student teams from V. N. Karazin Kharkiv National University and Taras Shevchenko National University of Kyiv in the international Fresh AIR 2026 hackathon under the Erasmus+ DOMANI project, and to analyse the role of the hackathon as a tool of non-formal education for developing innovative competencies in the fields of green economy, environmental monitoring and sustainable development.
Results. Theare presents the preparation process for the hackathon, which included: competitive selection (16 applications, from which 8 students were selected for 2 teams from V. N. Karazin Kharkiv National University; and 12 applications, from which 8 students were selected for 2 teams from Taras Shevchenko National University of Kyiv); conducting team-building activities to establish team interaction; mentoring support; and a 48‑hour prototype development marathon. Four created projects are described: S.E.N.S.E. (intelligent ecosystem for monitoring energy consumption and acoustic load), AgroImpact AI (platform for analysing war‑damaged lands), AquaFire Climate System (ecosystem for water balance management to prevent fires), GreenX (environmental monitoring platform integrated into "Digital Kyiv"). Thirty‑seven teams from Ukraine and the world competed. A post‑hackathon survey (N=16) showed a high level of satisfaction with participation in the hackathon: 87.5% rated their experience as "good" or "excellent", 100% positively assessed mentoring support, and the greatest progress was reported in teamwork (81.3%) and critical thinking (62.5%).
Conclusions. The Fresh AIR 2026 hackathon demonstrated the effectiveness of the non‑formal education format for developing interdisciplinary competencies: creativity, teamwork, critical thinking, environmental awareness, social responsibility, communication skills, and stress resistance (confirmed by survey data: 81.3% and 62.5%). Purposeful team‑building contributed to psychological compatibility, role structure, and stress resistance in the context of online learning and security threats. The synergy of formal academic training and intensive competitive formats within the DOMANI project is a strategic direction for training specialists capable of effectively responding to environmental challenges of wartime and post‑war times.
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References
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Copyright (c) 2026 Klieshch, A. A., Shevchenko, O. H., Yatsenko, Yu. V., Burchenko, S. V., Hrechko, A. A., & Kostyrko, І. О.
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