Education as a factor of socio-economic resilience: integration of non-formal and formal education

Abstract

Introduction. Ukraine is experiencing unprecedented socio-economic challenges driven by full-scale war, demographic losses, economic instability, and large-scale migration. These factors disrupt the functioning of social and economic systems and heighten the urgency of building effective mechanisms for resilience, adaptation, and recovery. Purpose. The article aims to substantiate the role of education as a key factor of socio-economic resilience and to determine the mechanisms of its impact on adaptive and transformational processes in contemporary Ukrainian society through the implementation of a formal and non-formal education integration model. Methods. The study employs theoretical and comparative analysis, systematic approach, and conceptual modeling. The multilevel nature of socio-economic resilience is examined using interdisciplinary tools drawing on educational science, economics, and social theory. A structural model of educational integration is developed through synthesis of domestic and international scholarly literature. Results. Traditional formal education requires supplementation with flexible non-formal learning tools under turbulent conditions. The lifelong learning paradigm is identified as the conceptual basis for continuous human capital development. A structural integration model is proposed for two target audiences: higher education students (building individual educational trajectories, combining academic knowledge with practical competencies) and adults (rapid retraining, upskilling, responding to labor market demands). Micro-credentials are identified as an innovative tool increasing learner mobility and enabling rapid validation of acquired skills. The potential of peer-to-peer (P2P) education is explored as a form of network-based, decentralized knowledge exchange that strengthens social resilience.Originality. The article advances a theoretical framework that positions education as a systemic driver of socio-economic resilience. The proposed integration model offers a novel approach combining formal and non-formal education, incorporating micro-credentials and P2P learning as adaptive instruments responsive to crisis conditions. This framework is particularly relevant for Ukraine’s wartime and post-war context. Conclusion. The synergy of formal and non-formal educational practices creates an adaptive, viable ecosystem capable not only of compensating for educational losses during crises but also of ensuring the proactive development of society. This approach is critically necessary for post-war reconstruction, the development of an innovative economy, strengthening human capital, and ensuring the long-term social consolidation of Ukraine.