In this paper, we consider the changes that occurred 1) in learning and academic mobility of Ukrainian and international students during the Russian-Ukrainian war compared to online learning during the COVID-19 pandemic and 2) in teaching, department/faculty work organization, and academic mobility of academic staff in the frontline city of Kharkiv. Our study uses in-depth semi-structured interviews with nine higher education experts in the Ukrainian frontline city of Kharkiv. We demonstrate that (1) the cumulative effect of students’ long-term online learning in the frontline city of Kharkiv (summarizing the periods of the Russian-Ukrainian war and the COVID-19 pandemic) is manifested in the deterioration of the quality of students’ learning outcomes and difficulties in their academic socialization; (2) the peculiarity of academic mobility of students and teachers during the Russian-Ukrainian war was the development of both internalization abroad (with a bias in favor of female students and teachers) and internalization at home; (3) teaching at universities in the frontline city of Kharkiv became more flexible compared to the period of the COVID-19 pandemic; (4) the deterioration of the quality of teaching during the war was facilitated by the fact that the academic requirements for students became much more lenient during the Russian-Ukrainian war; (5) while during the COVID-19 pandemic, the number of international students in Ukrainian universities hardly decreased, during the Russian-Ukrainian war, most international students left Ukraine for safety reasons.