Theoretical and methodological framework for resiliency of participants in educational interaction amidst existential challenges of prolonged armed conflict
DOI:
https://doi.org/10.38014/ehs-ss.2026.1.12Keywords:
resiliency, educational interaction, existential challenges, armed conflict, theoretical and methodological framework, psychological support, educational management, will to meaningAbstract
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.
References
1. American Psychological Association. (2023). Resilience.
2. Assonov, D., & Khaustova, O. (2019). Rozvytok kontseptsii rezyliensu v naukovii literaturi protiahom ostannikh rokiv [Development of the resilience concept in scientific literature during recent years]. Psychosomatic Medicine and General Practice, 4(4), Article e0404219.
3. Bonanno, G. A. (2009). The other side of sadness: What the new science bereavement tells us about life after loss. Basic Books.
4. Bonanno, G. A. (2021). The resilience paradox: Why are we better at coping than we think? Basic Books.
5. Cyrulnik, B. (1999). Un merveilleux malheur [A Brilliant Misfortune]. Éditions Odile Jacob.
6. Frankl, V. E. (1946). ...trotzdem Ja zum Leben sagen: Ein Psychologe erlebt das Konzentrationslager [...Saying Yes to Life in Spite of Everything: A Psychologist Experiences the Concentration Camp]. Franz Deuticke.
7. Frankl, V. E. (1946). Ärztliche Seelsorge: Grundlagen der Logotherapie und Existenzanalyse [The Doctor and the Soul: From Psychotherapy to Logotherapy]. Deuticke.
8. Frankl, V. E. (1956). Theorie und Therapie der Neurosen: Einführung in Logotherapie und Existenzanalyse [Theory and Therapy of Neuroses: An Introduction to Logotherapy and Existential Analysis]. Urban & Schwarzenberg.
9. Frankl, V. E. (1972). Der Wille zum Sinn: Ausgewählte Vorträge über Logotherapie [The Will to Meaning: Selected Lectures on Logotherapy]. Hans Huber.
10. Frankl, V. E. (1985). Der Mensch vor der Frage nach dem Sinn: Eine Auswahl aus dem Complete Works [Man's Search for Meaning: A Selection from the Complete Works]. Piper.
11. Gradus Research Company. (2025). Suspilno-politychni nastroi pid chas povnomasshtabnoho vtorhnennia viisk rosiiskoi federatsii na terytoriiu Ukrainy – dvanadtsiata khvylia doslidzhennia: analitychnyi zvit [Socio-political moods during the full-scale invasion of the Russian Federation troops into the territory of Ukraine – the twelfth wave of research: analytical report].
12. Kohut, U., Sikora, O., & Vdovychyn, T. (2022). Vyklyky navchannia ta vykladannia v umovakh viiny [Challenges of learning and teaching in conditions of war]. Molod i rynok, 6(204), 83-88.
13. Kokun, O. M. (2022). Vseukrainske opytuvannia "Tvoia zhyttiestiikist v umovakh viiny": preprynt [All-Ukrainian survey "Your resilience in conditions of war": preprint]. G.S. Kostiuk Institute of Psychology of the NAES of Ukraine.
14. Kokun, O. M., & Melnychuk, T. I. (2023). Rezyliens-dovidnyk: praktychnyi posibnyk [Resilience handbook: a practical guide]. G.S. Kostiuk Institute of Psychology of the NAES of Ukraine.
15. Kuklin, O. V., Azmuk, N. A., & Dernova, I. A. (2023). Rezylientnist natsionalnoi systemy vyshchoi osvity: otsinka, napriamky posylennia [Resilience of the national higher education system: assessment, directions of strengthening]. Problemy ekonomiky, 2(56), 63-73.
16. Maksymenko, S. D. (2025). Resursni mozhlyvosti psykholohichnoho suprovodu orhanizatsii osvitnikh protsesiv v ekstremalnykh umovakh voiennoho chasu: vzaiemodiia z tekhnolohiiamy ta klipovym myslenniam [Resource opportunities for psychological support of the organization of educational processes in extreme conditions of wartime: interaction with technologies and clip thinking]. In Kostiukivski chytannia: zbirnyk materialiv naukovykh dopovidei (pp. 69-74). G.S. Kostiuk Institute of Psychology of the NAES of Ukraine.
17. Panok, V. H., Rybalka, V. V., Shandruk, S. K. et al. (2023). Metodyky psykholohichnoho suprovodu uchasnykiv osvitnioho protsesu v umovakh viiny [Methods of psychological support for participants of the educational process in conditions of war] (V. H. Panok, Ed.). Ukrainian Scientific-Methodological Center of Applied Psychology and Social Work.
18. Povyakel, N. I. (2004). Samorehuliatsiia profesiinoho myslennia v sistemi fakhovoi pidhotovky praktychnykh psykholohiv [Self-regulation of professional thinking in the system of professional training of practical psychologists] [Doctoral dissertation, National Pedagogical Dragomanov University].
19. Veliksar, N. V. (2025). Suchasni vyklyky dlia ukrainskykh osvitian ta zdobuvachiv osvity [Modern challenges for Ukrainian educators and students]. Vseosvita.
20. Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High risk children from birth to adulthood. Cornell University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Oleksandra SYDORENKO
This work is licensed under a Creative Commons Attribution 4.0 International License.
_small1.png){kind=logo}
