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.