Theoretical and methodological framework for resiliency of participants in educational interaction amidst existential challenges of prolonged armed conflict.

Abstract

The article substantiates a theoretical and methodological framework of resiliency of participants in educational interaction amidst the conditions of prolonged armed conflict. The phenomenon of resiliency is analyzed not as a static feature, but as a dynamic process (“weaving”) of an individual’s adaptation to existential challenges. The author identifies three key components of the model: cognitive-reflective, emotional-regulatory and existential-value. Particular attention is paid to the transformation of the “will to meaning” into a development strategy despite destructive circumstances. Practical prospects for the implementation of the integrative model in the system of psychological support of higher education and modern educational management are determined. The use of the proposed framework is proven to contribute to the preservation of mental health and professional longevity of research and teaching staff, as well as to the successful socialization of education seekers in crisis conditions.