THEORETICAL PRINCIPLES OF EDUCATION DEVELOPMENT IN EMERGENCY SITUATIONS
DOI:
https://doi.org/10.31110/EduEdge-1.2Keywords:
education in emergency situations, adaptability, resilience of the educational environment, distance learning, crisis management, psychological supportAbstract
The article highlights the theoretical principles underlying the development of education in emergency situations resulting from military conflicts, natural disasters, and global pandemics. The importance of ensuring the continuity of education and maintaining its quality in unstable conditions is highlighted. The essence of the concepts of “adaptability of the education system”, “stability of the educational environment”, and “crisis management in education” is determined. The approaches of domestic and foreign researchers to building effective models of the educational process in crisis circumstances are analyzed. The characteristics of four leading models, the Resilient Education Model, the Open and Flexible Learning Model, the Supportive Learning Model, and the Crisis Management Model, are presented. It is shown that these models ensure the continuity of education even in situations of infrastructure destruction and contribute to the psychological stability of participants in the educational process. The role of digitalization, innovative technologies, and open educational resources as tools for supporting learning is emphasized. The importance of a psychologically safe environment and pedagogical support for overcoming the effects of stress is highlighted. It is noted that effective crisis management in education involves flexible management decisions and clear communication protocols. Directions for further research aimed at improving the mechanisms for adapting educational systems to emergency conditions are outlined.
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