Transformation of Pedagogical Activity in Armed Conflict: Challenges and Adaptation Strategies

Abstract

Abstract: Armed conflicts disrupt educational systems, necessitating a transformation of pedagogical practices due to emerging demands, heightened stress, and pervasive instability. This study aims to theoretically analyse the transformation of pedagogical activity in the context of armed conflict, identifying key challenges, adaptation strategies, and factors that contribute to pedagogical resilience. An integrative theoretical framework was employed, synthesising the stress and coping model of R. Lazarus and S. Folkman with that of A. Masten’s concept of resilience. Results: The analysis identifies primary challenges (psychological, organisational, material, and social), adaptation strategies (problem-focused, emotion-focused, and avoidance), and factors that foster pedagogical resilience (personal, social, professional, and institutional). A conceptual framework for empirical research is proposed, capturing the interplay between stress, coping strategies, and resilience. Conclusions: The findings provide a foundation for developing recommendations to support educators in extreme conditions, enhancing their adaptive capacity and ensuring educational quality. The study underscores the value of an integrative approach in elucidating the complex relationships between challenges and adaptation strategies in pedagogical practice. Future research should focus on empirical validation of the proposed model and the development of targeted programs to bolster pedagogical resilience.