DEVELOPMENT OF EMOTIONAL RESILIENCE OF TEACHERS IN POST-CONFLICT EDUCATION

Abstract

In the second quarter of the 21st century, the global education system is increasingly confronted with challenges arising from social upheavals, armed conflicts, and humanitarian crises. Ukrainian education is no exception. During the war and the post-war recovery of the educational environment, pedagogical activity undergoes profound transformations. At the center of these changes is the figure of the teacher—who becomes not only a key agent in the educational process, but also in social recovery. Teachers’ emotional resilience—their capacity to withstand intense psycho-emotional stress, adapt to unstable environments, and maintain professional effectiveness—has become a decisive factor in ensuring the quality of education during the post-conflict period.

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