Pedagogical Conflict as an Interpersonal Problem and a Structural Challenge for Universities: Conventional and Concrete-Scientific Methodological Levels of Scientific Reflection

Abstract

Abstract: The purpose of the article is to highlight and generalize the positions of the regulatory framework and Ukrainian theory and methodology of vocational education that actualize the development of the ability of higher pedagogical education students to resolve pedagogical conflicts during professional training. Furthermore, the study explores scientific approaches to understanding the essence of pedagogical conflicts as both an interpersonal problem and a structural challenge for universities. Methods. Through the method of analysis, the regulatory and legal framework was investigated – ranging from the international level (Council of Europe and UNESCO documents) to the national level – to determine requirements for the conflictological training of educators. A comparative method established that Ukraine, as a member of international organizations, has implemented these international legal norms into national legislation; consequently, requirements for readiness to resolve pedagogical conflicts are outlined in the professional standards for general secondary education teachers and higher education lecturers, which establish clear competency requirements. The application of content analysis of scientific publications, alongside methods of comparison, systematization, and differentiation, allowed for the study of views held by scientists, educators, and psychologists regarding the nature of pedagogical conflict, facilitating the identification of two distinct approaches: classical and post-non-classical. Finally, the generalization method enabled the interpretation of pedagogical conflict as a multifaceted phenomenon whose destructive or constructive trajectory depends on the state of the educational environment and the level of conflictological training of its participants. Results. The study determined that Council of Europe and UNESCO documents establish the necessity for educators to possess a readiness to resolve pedagogical conflicts. It was confirmed that international legal norms have been implemented into the national legislation of Ukraine. The research examined the Professional Standards for General Secondary Education Teachers and Higher Education Institution Lecturers, isolating specific requirements for professional readiness in conflict resolution. It was found that conflictological training is a mandatory component of the professional competence of both pedagogical and scientific-pedagogical staff. The literature review distinguished two scientific approaches to the nature of "pedagogical conflict": classical and post-non-classical. Proponents of the classical school view conflict as a destructive manifestation of professional incompetence, whereas the post-non-classical approach treats conflict as a specific type of socio-pedagogical interaction – a professional situation with a non-linear trajectory whose resolution depends on organizational factors, the educational environment, and the conflictological readiness of both the teacher and the higher education seeker. Conclusions. Based on the results, "pedagogical conflict" should be regarded as an inherent component of educational interaction, devoid of a predetermined functional evaluation, with its outcomes depending on the behavioral strategies chosen by the subjects of the educational process. Constructive resolution of pedagogical conflict is vital for maintaining a safe educational environment, particularly under martial law, and the phenomenon itself represents a challenge for higher education institutions. Future research should focus on re-evaluating the essence of pedagogical conflict and substantiating its structure through the application of the post-non-classical approach.