In the world, including Europe, the armed conflicts are increasing in the 21^st century. According to the information provided by the organization “Armed Conflict Location and Event Data,” it is predicted that the number of conflicts will increase by 20% in 2025 compared to 2024 (Ķezberis, 2025).

Researchers from Austria, Israel and Ukraine, where active hostilities are currently taking place, as well as Poland and Latvia, where there is a possibility of armed conflict due to the geopolitical situation, are looking for solutions for the continuity of the educational process in crisis conditions, modernizing the education system and creating the prerequisites for quality education within the framework of the Erasmus+ project “Disaster Resilience in Higher Education Systems via a Cloud University Model” (Andrushchenko, 2023).

The project is being implemented from October 2024 to September 2026 with an aim to develop an evidence-based concept, providing support in overcoming challenges, and offering a Cloud University Model as a solution for higher education institutions in order to ensure the continuity of the learning process in times of crisis, especially during armed conflicts.

During Stage I of the study the good practices of the institutions represented by the project partners have been summarized; in Stage II the conceptualization of the Cloud University Model has been carried out, and in Stage III it is planned to develop methodological support materials for the implementation of the model in the practice of higher education institutions in case of a necessity, which can be used in a crisis situation.

The publication analyses the results of Stage II of the Erasmus+ project “Disaster Resilience in Higher Education Systems via a Cloud University Model,” focusing on aspects of academic achievement assessment in the context of Covid – the deepest crisis of the 21^st century and the greatest challenge for educational institutions in the world and Latvia.

During the crisis universities replaced in-person assessment with online exam administration. A Systematic Review has concluded that online assessment has been one of the most significant challenges and that continuous assessment, which is not exam-based but takes place in a more qualitative way, is the best solution for students' learning achievement assessment remotely (Montenegro-Rueda et al., 2021).

Each crisis reveals the fragility of traditional systems, but it also opens up space for innovations (Beskorsa, 2025) - living in war conditions creates internal imbalance, whereas it also becomes a path of development, accompanied by learning processes that manifest themselves in different perspectives and a diversity of constructs, because teaching and learning in the existing reality expand the learners’ autonomy, providing an opportunity to deconstruct this reality and develop perspectives that will create new relationships and attitudes ((Facer, 2019; Morska et al., 2024).

In this context, the need for flexibility and relationship building in higher education practice is emphasized (Beskorsa, 2025), which is manifested in the support and provision of academic communication culture, so that every member of the academic community would feel included, protected and belonging to it, despite the challenges and losses of the crisis (Spivakovsky et al., 2025).

Aim of the research: analyse the experience of learning achievement assessment in crisis situations in higher education institutions in Latvia for the development of a Cloud University Model and application in the event of armed conflicts.

The research questions are:

• What are the best practices and  in the application of online assessment forms in higher education institutions?
• What online assessment forms introduced during the Covid-19 crisis can be used during the armed conflict?
• How to ensure academic integrity in times of crisis?
• What are the most important aspects of educational quality assurance systems in the assessment context during crisis?

The study on the disaster and cloud appropriate assessment took place from December 1, 2024 to January 31, 2026. A qualitative research design has been chosen for the study, using data collection methods such as interviews (22) and focus group discussions (1). 33 respondents – representatives of students and lecturers of a higher education institution in Latvia – have participated in the study. The primary qualitative data have been recorded on audio, then transcripts of interviews and focus group discussions have been created. The qualitative data processing program AQUAD has been used to obtain secondary data. As a result of the analysis of scientific literature, the following metacodes have been identified: • “the good practice of a higher education institution in the application of online assessment forms,” which includes such multiple codes as “assessment methods,” “provision of academic integrity,” “communication with students” and “flexible approach in a crisis situation.” • “the implemented online assessment forms,” which include such multiple codes as “online tests and exams in the e-study environment,” “oral exams in a videoconference mode,” “electronic submission of written work” and “remote assessment of projects and practical work.” • “provision of academic integrity,” which includes such multiple codes as “technical solutions,” “diversification of assessment forms,” “plagiarism control,” “oral defence of independent work” and “normative regulation.” • “provision of educational quality assurance systems in the assessment context,” which includes such multiple codes as “internal quality management system,” “clear assessment criteria,” “supervision of the study process,” “teachers’ professional development” and “student information.” After the interviews and focus group discussions frequency tables and correlations have been created in the AQUAD environment, a coding program for processing qualitative data.

When reflecting on the best practices of higher education institutions in online assessment form application, respondents most often have mentioned the diversification of assessment forms, using online tests, video conferences, project work; a flexible approach, which has been manifested in the offer of individual schedules and alternative assessment forms; and communication, providing timely information about deadlines and requirements, as well as developing detailed assessment criteria. In order to ensure assessment in the study process during a crisis situation, such solutions as online tests and exams in the e-study environment, oral exams in a videoconference mode using Zoom, Microsoft Teams, etc. videoconferencing tools have been emphasized; submission of study papers, laboratory work and written work in a digital format in the Moodle system; instead of the traditional final exams, such assessment forms as discussions and portfolios have been introduced, and formative assessment has been practiced more often. When reflecting on the provision of academic integrity, respondents most often have mentioned the effectiveness of technical solutions, which has been achieved through time limits for tests, the application of plagiarism control tools, as well as the improvement of regulatory frameworks and related internal regulations. As a result of the research analysis, the most frequently identified interactions have been between the good practices of higher education institutions in the online assessment form application and educational quality assurance systems in the assessment context (27 cases), as well as communication, clear assessment criteria and student information (9 cases). The experience of higher education institutions in Latvia and good practices in the learning achievement assessment during the Covid crisis are a powerful resource in the development of a Cloud University Model, within the framework of the project “Disaster Resilience in Higher Education Systems via a Cloud University Model.” The proposed model may be useful for overcoming other potential crises in the future.

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