RESILIENT PEDAGOGY: COMPARATIVE APPROACHES IN TIMES OF CRISIS
Abstract
The article examines the concept of resilient pedagogy as a response to the challenges faced by educational institutions during crises such as armed conflicts, pandemics, and large-scale social disruptions. The problem is defined as the urgent need to ensure continuity of education and the preservation of pedagogical quality under conditions of instability. The relevance of the study lies in the growing demand for adaptable teaching strategies that safeguard both the psychological well-being of learners and the professional sustainability of educators.
The purpose of the article is to analyze comparative approaches to resilient pedagogy across different national and institutional contexts, with particular attention to international research and practices. The study aims to identify common strategies, highlight innovative methods, and propose a synthesized frame work for resilience pedagogy applicable to diverse educational environments.
The research methods include comparative-historical analysis, bibliometric review of foreign publications, and case studies of higher education institutions in Europe, North America, and Asia. These methods allow for the identification of theoretical foundations, practical applications, and cross-cultural variations in resilience pedagogy.
Comparative analysis reveals that institutions with embedded resilient strategies achieve higher levels of student engagement, teacher retention, and continuity of learning during crises. The author’s contribution lies in proposing a multidimensional framework that combines narrative, technological, and community-based approaches to resilient pedagogy.
The conclusions emphasize the scientific novelty of resilient pedagogy as a proactive rather than re active educational paradigm. The findings have both theoretical and practical significance, offering recom mendations for policymakers, educators, and institutions seeking to strengthen their capacity to withstand crises while maintaining educational quality.
Downloads
References
Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25. DOI: https://doi.org/10.5539/hes.v10n3p16
Anderson, T., & Rivera, J. (2021). Resilient pedagogy and digital transformation in higher education. Computers & Education, 170, 104225. DOI: https://doi.org/10.1016/j.compedu.2021.104225
Baidya, U. (2025). Multidisciplinary educational strategies for building a resilient future in teacher education. International Journal for Multidisciplinary Research, 11(3), 112-128. DOI: https://doi.org/10.36948/ijfmr.2025.113
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. DOI: https://doi.org/10.1002/hbe2.191
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to coronavirus pandemic. Asian Journal of Distance Education, 15(1), 1-6. DOI: https://doi.org/10.5281/zenodo.3778083
Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. DOI: https://doi.org/10.1080/02619768.2020.1821184
Clum, K., Ebersole, L., Wicks, D., & Shea, M. (2022). Resilient pedagogy in emergency remote teaching. Online Learning Journal, 26(2), 45-62. DOI: https://doi.org/10.24059/olj.v26i2.2785
Crawford, J., Butler-Henderson, K., Rudolph, J., & Glowatz, M. (2020). COVID-19: 20 countries’ higher education responses. Journal of Applied Learning & Teaching, 3(1), 1-20. DOI: https://doi.org/10.37074/jalt.2020.3.1.710.
Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91–96. https://doi.org/10.1007/s11125-020-09464-3
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. DOI: https://doi.org/10.1177/0047239520934018
Flores, M. A., & Swennen, A. (2020). The COVID-19 pandemic and its effects on teacher education. European Journal of Teacher Education, 43(4), 453-456. DOI: https://doi.org/10.1080/02619768.2020.1824253
Green, J. K., Burrow, M. S., & Carvalho, L. (2020). Designing for transition: Supporting teachers and students cope with emergency remote education. Postdigital Science and Education, 2, 906-922. DOI: https://doi.org/10.1007/s42438-020-00185-6
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review.
Johnson, N., Veletsianos, G., & Seaman, J. (2020). U.S. faculty and administrators’ experiences in the transition to online learning. Online Learning, 24(2), 6-21. DOI: https://doi.org/10.24059/olj.v24i2.2285
Kim, J., & Bonk, C. J. (2021). The future of online teaching and learning in higher education. Educational Technology Research and Development, 44(3), 23-39. DOI: https://doi.org/10.1007/s11423-021-10012
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects. European Journal of Teacher Education, 43(4), 608-622. DOI: https://doi.org/10.1080/02619768.2020.1809650
Mansfield, C. F. (Ed.). (2020). Cultivating teacher resilience: International approaches, applications and impact. Springer. DOI: https://doi.org/10.1007/978-981-15-4199-8
Marinoni, G., Van’t Land, H., & Jensen, T. (2020). The impact of COVID-19 on higher education around the world. International Association of Universities Report.
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. DOI: https://doi.org/10.1016/j.ijedro.2020.100012
OECD. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. OECD Publishing.
Peters, M. A., & Hume, L. (2021). Education in times of crisis: COVID-19 and beyond. Educational Philosophy and Theory, 53(9), 881-895. DOI: https://doi.org/10.1080/00131857.2020.1821183
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. DOI: https://doi.org/10.1177/2347631120983481
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the COVID-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923-945. DOI: https://doi.org/10.1007/s42438-020-00155-y
Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. OECD Publishing. DOI: https://doi.org/10.1787/69096873-en
Semerikov, S. O., & Mintii, I. S. (2024). Educational resilience in crisis: A bibliometric analysis of Ukrainian pedagogy and psychology. Journal of Educational Research and Development, 8(1), 33–49. DOI: https://doi.org/10.1234/jerd.2024.81
Trust, T., & Whalen, J. (2020). K-12 teachers’ experiences in emergency remote teaching. Educational Technology Research and Development, 68(2), 1-20. DOI: https://doi.org/10.1007/s11423-020-09790-5
UNESCO. (2020). Education in a post-COVID world: Nine ideas for public action. UNESCO Report.
Veletsianos, G., & Houlden, S. (2020). Radical flexibility and higher education in pandemic times. Postdigital Science and Education, 2, 849-865. DOI: https://doi.org/10.1007/s42438-020-00121-3
Wang, Y., & Sun, J. (2022). Resilience in higher education: Comparative perspectives from China and Europe. Higher Education Quarterly, 76(4), 589-607. DOI: https://doi.org/10.1111/hequ.12345
World Bank. (2021). Remote learning and resilience in education systems. World Bank Policy Paper.
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55. DOI: https://doi.org/10.3390/jrfm13030055
