Formation of Emotional Security of Students during the Period of Training in Conditions of Military Conflict

Abstract

Ukrainian teachers and students are now in an extreme situation of military conflict when the territory of the country is under constant air fire, and the line of hostilities stretches for 1500 kilometres. The purpose of the article is to analyze the extreme learning conditions of Ukrainian students and develop a strategy for optimal emotional relaxation by selecting fiction for reading and deepening artistic perception. Respondents’ data (120 students and 53 pupils) were collected, systematized, evaluated, and analyzed using systematic written surveys (Project Tuning methodology) and statistical analysis methods. Testing corresponded to three stages of conflict development: conflict deployment, escalation, and post-conflict phase. Pedagogical activity mirrors this parable but in the opposite direction. Fiction thematically and genre-wise at each stage plays the role of a protective shield, which draws the line between students’ own emotions and the feelings of literary heroes. Perception of artistic texts was aimed at 1) identifying visual, auditory, and tactile associations; 2) olfactory sensations; 3) the ability to build associative chains; 4) imagining literary heroes; 5) emotionally immersing yourself in the world of fiction. Comparison of one’s own emotional perceptions with those that caused anti-utopian works and fantasy literature prove the effectiveness of the chosen pedagogical hypothesis.