Educational psychology of teachers and students in crisis-driven innovation environments
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.04.3Keywords:
educational innovation, emotional burnout, emotional resilience, institutional support, professional self-realization, psychosocial adaptationAbstract
Educational innovation holds promise for transforming learning systems; however, it has also introduced significant emotional and psychological challenges for both students and teachers, particularly in contexts of rapid systematic reform and digital transformation. This study investigates the psychological effects of educational transformation in Ukraine, with comparative insights from Latin American countries such as Brazil and Colombia. Anchored in Lazarus and Folkman’s Transactional Model of Stress and Coping and Bronfenbrenner’s Ecological Systems Theory, the research adopts a qualitative approach to examine experiences of stress, anxiety, and coping strategies within school environments. Using thematic analysis of semi-structured interviews, the study reveals shared struggles of emotional uncertainty, institutional neglect, and cognitive overload among educational stakeholders. Nevertheless, evidence of adaptive resilience emerged, with some participants leveraging peer relationships and intrinsic motivation as buffers against reform-related stress. The findings highlight a critical gap in the emotional preparedness of educational policy and practice. The study advocates for the integration of emotional readiness, psychological support mechanisms, and targeted training into reform agendas. By re-centering human experience within educational innovation, this research offers actionable insights for policymakers and educators navigating transformation across diverse global contexts.
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Copyright (c) 2025 Olena Nevoenna, Valeriia Manchuk, Nadiia Lunchenko, Vsevolod Zelenin, Olesia Tovstukha
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