Educational Resilience Research Articles

Educational Resilience in Turmoil: Psychological Well-Being and Mental Health Among Ukrainian Educational Community During the Russo-Ukrainian War

Educational Resilience in Turmoil: Psychological Well-Being and Mental Health Among Ukrainian Educational Community During the Russo-Ukrainian War

Navigating Educational Disruptions: The Impact of COVID-19 on Daily Functioning of Private Secondary Schools.

This cross-sectional study employed a mixed-methods approach to comprehensively investigate the impact of COVID-19 on private secondary schools. Qualitative and quantitative methodologies were integrated, enhancing the depth of understanding. The sample consisted of 92 participants, including school directors, head-teachers, deputy head teachers, and classroom teachers, were purposively and randomly selected. The study revealed shifts in enrollment patterns and attendance trends due to remote and hybrid learning models. Academic performance variations underscored the challenges of adapting to new teaching methodologies. Financial implications arising from altered revenue streams and increased operational costs, Teacher roles evolved, necessitating tailored support. Infrastructure limitations hindered remote learning effectiveness. Student well-being emerged as a poignant concern, and parental involvement dynamics shifted. Findings offer actionable insights for schools and policymakers, contributing to the discourse on educational resilience during global crises. The blended methodology provides a holistic understanding of COVID-19’s intricate influence on private secondary schools. By furnishing evidence-based strategies, this research aids decision-making to navigate unprecedented disruptions.

Educational Resilience in the Digital Age: The Path of Technological Empowerment in Higher Education in the Post-Pandemic Era

Educational Resilience in the Digital Age: The Path of Technological Empowerment in Higher Education in the Post-Pandemic Era

BAH Agonoy: Exploring the Lived Experiences of Elementary Educators during High Tide in Hagonoy Bulacan

This qualitative analysis of the lived experiences of six (6) primary school teachers in Hagonoy, Bulacan, who had to deal with high tides. The research made use of in-depth interviews to reveal different courses that high water levels take: the hindrances and struggles in maintaining the quality of education, the strategies employed in different teaching styles, coping mechanisms, and the positive aspects of teaching in coastal areas. The findings of the study revealed that there were various challenges such as transport disruption and poor learning atmospheres. Additionally, the study covers measures that can be taken to address declining educational quality as well as digital divides. The study further explores educators’ strategies, shedding light on the importance of flexibility and innovation. Moreover, employing theoretical triangulation, this paper delves into the emotional and psychological challenges encountered by educators. It offers valuable insights to bolster resilience in coastal area elementary education, such as in Hagonoy, Bulacan, necessitating a transfor mative approach to Disaster Risk Reduction (DRR) Education.

The Effect of the COVID-19 Pandemic on the Family and Community Medicine Residency Training Program: The Philippine Experience.

The COVID-19 pandemic had a profound impact on medical education, particularly in Family and Community Medicine training programs. This study aimed to assess the impact in the Philippines by comparing the number of cases and procedures before and during the pandemic, as well as the adaptations made by these programs. The objective of this study was to determine the effect of the COVID-19 pandemic on Family and Community Medicine training in the Philippines by comparing the average number of cases and procedures done before and during the pandemic and the changes implemented by the different accredited training programs. A cross-sectional study utilizing an explanatory sequential mixed methods approach was undertaken. The quantitative portion collected data on cases and procedures from the participating institutions' residents using the standardized checklist of the Philippine Academy of Family Physicians. The qualitative portion was done through a focused group discussion (FGD) following a prepared set of FGD questions. Analysis of variation (ANOVA) was used to compare the average cases seen and procedures across the four years and content analysis for the qualitative data. There was a significant decrease in the average number of adult and pediatric cases during the pandemic years (2020-2021) compared to before (2018-2019). Various organ systems cases such as neurology, ophthalmology, dermatology, and gastrointestinal, showed significant differences (p-value <0.05) in the average number of pediatric cases. For adult cases, significant differences (p-value <0.05) were found for several organ system cases when comparing the years before (2018-2019) and during the pandemic (2020-2021), including neurology, ophthalmology, ENT, dermatology, cardiology, gastrointestinal, genitourinary, reproductive health, musculoskeletal, and endocrinology cases. The trainers adjusted training activities to support the hospital's COVID-19 response and that prompted an abrupt shift to online strategies for patient consultations, teaching sessions, and examinations. The COVID-19 pandemic led to a reduction in the variety of cases and procedures in Family and Community Medicine training, impacting the fulfillment of specialty training requirements. However, it also drove innovation through the integration of technology, including online teaching methods. These experiences underscore the importance of resilience and adaptability in medical education and offer valuable lessons for future training programs, potentially leading to improvements in training and patient care through innovative methodologies.

Digital Transformation and Resilience in Higher Education: Impact on Strategic Management and Human Talent in Ecuador

Digital Transformation and Resilience in Higher Education: Impact on Strategic Management and Human Talent in Ecuador

Student Educational Resilience While Online Studying During the Covid-19 Period

Covid-19 has caused changes in education aspect so that it is forced to learn online. This condition has made the world of Education in shock that has caused stress on students who are conducting online learning when they don't have the resilience to help themselves. This research is aimed at identifying the extent of educational resilience of students when they are conducting online learning during covid-19 as well as comparing the extent of educational resilience of man and woman students. This research employed a descriptive comparative quantitative approach. 807 Junior high school and senior high school students in Bukittinggi West Sumatra province were the respondents in this study. The result of this research has shown that the extent of educational resilience of students in online study has been in the high category with 89.10% (score 51-150). The comparative T-Test have shown that there was no distinction inside the educational resilience level of male and female students with the sig. 2 tailed higher than 0.05.

Entrepreneurial Education In Times Of Turmoil: A Qualitative Analysis Of Adaptation Strategies During The COVID-19 Pandemic

This study explores adaptation strategies employed in entrepreneurial education during the COVID-19 pandemic. The research aims to understand the response mechanisms adopted by educational institutions and stakeholders to address challenges posed by the crisis. Employing a qualitative research design, semi-structured interviews and document analysis are utilized to gather data from educators, administrators, and entrepreneurs. Thematic analysis is employed to uncover patterns, emerging themes, and insights from the data. Results reveal innovative approaches such as virtual learning platforms, mentorship programs, and agile curriculum adjustments. Additionally, challenges such as digital divide and resource constraints are identified. This study contributes to the discourse on educational resilience during crises and offers insights for policymakers and educators in fostering adaptive learning environments.

The National Education Policy (NEP) of 2020 and the Hybrid Learning Paradigm: Revising Strategies for An Evolving Legal Education Environment

A strong and resilient education system is vital for the progress and growth of any nation, as it equips individuals with the necessary skills and knowledge to effectively address current and forthcoming issues, while also keeping pace with rapid technological breakthroughs. The National Education Policy, 2020 (NEP 2020) plays a significant role in creating a comprehensive framework for the transformation of the education sector. The hybrid approach of teaching and learning has the ability to integrate multiple viewpoints within legal education by combining in-person and online interactions, under the guidance of policy. Nevertheless, it is important to conduct a thorough examination of the pedagogical tactics and technology tools that augment the learning experience in legal education, in order to assess the efficacy of this approach in professional courses like law. Given the aforementioned environment, the primary objective of this study is to comprehensively examine the consequences of incorporating a hybrid method of learning in the field of legal education in India, specifically focusing on its policy implications and relevant issues. This study endeavours to examine the strengths and weaknesses of the paradigm, as well as the ongoing problems and limitations associated with it, in the context of legal education. Moreover, the primary objective of this article is to conduct a rigorous analysis of apparent gaps and inconsistencies that may necessitate additional explanation or refinement in order to effectively accomplish the targeted transformative goals. The paper seeks to provide a valuable contribution to the continuing discourse on educational reform and promote the successful implementation of the hybrid model in accordance with NEP 2020 for the purpose of delivering legal education in India, particularly in the context of the post-pandemic global landscape.

Education for disaster resilience: Lessons from El Niño

This paper calls for greater attention to the role of youth and children as development actors in the context of education for disaster management. Drawing on debates in disaster studies and children’s geographies, we explore the possibilities offered by everyday formal education spaces, often overlooked in disasters management practice, to engage children in disaster preparedness and resilience planning. Using the case study of Peru, we examine the extent to which national responses to the restrictions that the COVID-19 pandemic placed on in-person teaching, opened-up opportunities to engage with disaster management in new ways. We draw on the case of an innovative digital curricula that uses intergenerational storytelling about the El Niño phenomenon to investigate livelihood opportunities and climate change pressures in northern coastal Peru, exploring how the phenomenon benefits desert populations. We assess the role of participatory virtual learning in facilitating disaster knowledge and climate adaptation awareness among students and critically examine the youth subjectivities that are constructed through these processes. We conclude calling for greater engagement with children’s formal education spaces in climate adaptation strategies, while cautioning against conceptualising children and young people as only ‘adults in the making’, rather than as impacted individuals with current agency and everyday capacities.

Education for public health 2030: transformation to meet health needs in a changing world.

Education for public health is at a critical inflection point, and either transforms for success or fails to remain relevant. In 2020, the Association for Schools and Programs of Public Health launched an initiative, Framing the Future 2030: Education for Public Health (FTF 2030) to develop a resilient educational system for public health that promotes scientific inquiry, connects research, education, and practice, eliminates inequities, incorporates anti-racism principles, creates and sustains diverse and inclusive teaching and learning communities, and optimizes systems and resources to prepare graduates who are clearly recognizable for their population health perspectives, knowledge, skills, attitudes, and practices. Three expert panels: (1) Inclusive excellence through an anti-racism lens; (2) Transformative approaches to teaching and learning; and (3) Expanding the reach, visibility, and impact of the field of academic public health are engaged in ongoing deliberations to generate recommendations to implement the necessary change. The article describes the panels' work completed thus far, a "Creating an Inclusive Workspace" guide, and work planned, including questions for self-evaluation, deliberation, and reflection toward actions that support academe in developing a resilient education system for public health, whether beginning or advancing through a process of change. The FTF 2030 steering committee asserts its strong commitment to structural and substantial change that strengthens academic public health as an essential component of a complex socio-political system. Lastly, all are called to join the effort as collaboration is essential to co-develop an educational system for public health that ensures health equity for all people, everywhere.

Building a resilient future workforce: Analysis of initiatives in Australian and New Zealand dietetics curricula.

Dietitians work in high-pressure environments and student dietitians attend placement in these settings. Resilience is a personal quality that can buffer against the stressors of professional placement; however, little is known about how dietetics students learn resilience. This study aimed to describe how resilience is embedded within Australian and New Zealand dietetics curricula. This three-phased qualitative study examined 18 credentialed dietetics education programs in Australia (n = 16) and New Zealand (n = 2). In Phase 1 (document analysis), publicly available curricular documents were screened for key resilience terms. In Phase 2, academics were invited to participate in a semi-structured interview on Microsoft Teams to verify and advance upon documentary evidence. Extracted data were combined and evaluated according to Bloom's Taxonomy in Phase 3. Fifty-six courses were found to have documented mentions of resilience factors from dietetics programs in Australia and New Zealand. Academics from 14 universities (12 Australia and 2 New Zealand) were interviewed. Three themes were identified from Phase 3: Resilience is valuable content within a dietetics degree, Resilience can be taught indirectly throughout programs and Resilience education is not static. Resilience education was mostly taught by academic dietitians in courses prior to placement and assessed by students completing self-reflection while on placement. The documentation of resilience within learning objectives and graduate attributes varied between universities. While all dietetics programs included some resilience curricula, academics acknowledged that resilience content and their own knowledge base could be strengthened. The findings provide direction for program improvements and further research.

Designing for Educational Resilience to Reduce School Dropout: A Case Study of Namibian San Learners

School dropout amongst minority groups is a serious problem worldwide. Focusing on educational resilience can offer a novel beneficial approach to overcome the challenge. In this paper, we focus on San learners in Namibia, gaining a deeper understanding of the adversities they face resulting in school dropout, and identifying personal and environmental factors that promote the development of educational resilience. Narrative interviews were conducted with ten San who completed secondary school and ten who dropped out of school, to identify challenges and factors. Rich picture sessions with twelve primary learners were used to identify current challenges. Based on an in depth analysis of the local adversities, a mobile digital application was designed, deploying a role model approach with local content. This empirical study provides a contribution to local technology design for social and mental well-being as part of a holistic solution for resilience building among marginalized learners.

‘Be a Warrior, not a Worrier…’: The Resilience of Vice Principals at Turkish Schools

ABSTRACT Resilience in education has drawn scholarly attention over the past two decades because of its potential to strengthen the adaptative skills of students, teachers, and school principals and foster the sustainability of the school environment in the face of adverse conditions in today’s world uncertainty. However, as a crucial staff in adapting and developing in challenging times, school vice principal resilience has been neglected. This study aims to gain an in-depth understanding of vice principals’ experiences concerning their resilience based on the risk factors, and protective factors.The study is qualitative research, incorporating phenomenology design. Thematic analysis was used to investigate vice principals’ experiences pertaining the resilience. The analysis drew on data collected from semi-structured interviews carried out with 10 vice principals at Turkish schools. Overall, the findings reveal that risk factors are bureaucratic climate, lack of professionalism, and financial problems; protective factors are individual factors, social factors, and environmental factors; positive outcomes are being a more patient person, having a broader perspective, larger social network, and a larger influence area. This study offers insight into the need to conduct longitudinal research to fully understand vice principals’ resilience.

Resilience in virtual education: Designing and validating a scale in higher education

Abstract Education for Sustainable Development (ESD) equips learners in all settings with the knowledge, skills, attributes, and visions essential for coping with the diverse challenges they will encounter in their educational endeavors. The emergence of COVID-19 influenced different aspects of human life including education. Thanks to technology, especially ICT, Virtual Education (VE) provides the opportunity to continue education in such crises. Amidst this pandemic, many students, especially university students, encountered various challenges and impediments that resulted from VE. One of the factors which can affect VE is learners’ resilience. Therefore, it is of high importance to measure university students’ Resilience in Virtual Education (RVE) to recognize the advantages and disadvantages of this type of education and support ESD. The main purpose of this study is to design and validate a comprehensive instrument for measuring university students’ RVE. Furthermore, to confirm the validity and reliability of the instrument, its nexus with a closely related construct, i.e., second language (L2) buoyancy was explored. To measure students’ RVE, a new scale (RVE Scale), comprising 33 items, was designed. It was designed based on the operational definition of academic resilience and was adapted to accommodate the requirements of VE. It measures six aspects of learners’ resilience: emotional, motivational, cognitive, metacognitive, persistence, and sociability. To measure L2 buoyancy, a relevant scale designed by Jahedizadeh et al. (2019) was utilized. It consists of 27 items with four factors; the factors include sustainability, regularity adaptation, positive personal eligibility, and positive acceptance of academic life. A total of 412 university students participated in the present research. The results obtained via Confirmatory Factor Analysis (CFA) substantiated the validity of the newly designed scale and all the factors and items. The results attested to the criterion-related validity of the scale.

Cultivating the Professional Resilience in University Academics During the COVID-19 Pandemic: An Interpretative Phenomenological Analysis

This study examines professional resilience among university academics during the COVID-19 pandemic by utilising Interpretative Phenomenological Analysis (IPA) of interviews conducted with a diverse group of university academics in EduCity Iskandar, Malaysia. In the academic landscape, resilience holds immense importance, particularly during disruptive events like the global pandemic. While previous research has broadly explored resilience, this study focuses specifically on the under-researched profession-related dimension of higher education. The methodology employed semi-structured interviews guided by IPA principles, involving ten university academics, to gain a comprehensive understanding of their experiences. Data collection and analysis were conducted iteratively, revealing three central themes in their narratives. The results highlight the essential aspects of professional resilience among university academics in the context of the COVID-19 pandemic. First, participants exhibited an unwavering commitment to their work and students, driven by a profound sense of responsibility. Second, they displayed adept problem-solving skills and sought innovative solutions to navigate challenges. Third, creativity played a pivotal role as university academics harnessed technology to enhance teaching methods and engage students effectively. These findings propose that higher education institutions should prioritise supporting their academic staff through professional development programs that emphasise commitment towards students, problem-solving and technology integration. Encouraging mentorship and promoting collaboration can further enhance the resilience of the academic community. Future research could explore the impact of interventions based on the identified themes and delve into students' experiences during the pandemic, offering a holistic perspective on resilience in higher education. In conclusion, this research underscores the enduring relevance of resilience in higher education, extending its significance beyond exceptional circumstances to the routine challenges faced by university academics during the COVID-19 pandemic.

The Holodeck model, learning environments, and resilience in higher education

This paper proposes a flexible framework for developing asynchronous online learning environments for multidisciplinary contexts at an Australian university. The project addresses the need to build organisational resilience following the fragility demonstrated by educational institutions during the emergency transition to online learning in 2020. The paper examines the challenges experienced by staff and students, the future implications and the potential of the Holodeck model of a learning environment in circumventing these barriers. The analysis of the strategies implemented through various educational technologies in criminology, teacher education, international relations and research methodology, demonstrated its applicability in diverse academic fields. The paper promotes the capacity of the Holodeck-based framework to provide systematic support structures for university online and on-campus programs, and, consequently, to develop institutional resilience in multidisciplinary university contexts. The paper also outlines the next phase of the project, focusing on a student perspective of the use of the Holodeck model.

Analysis of Online Learning Issues within the Higher Education Quality Assurance Frame: ‘Pandemic Lessons’ to Address the Hard Time Challenges

Amid the challenges posed by the COVID-19 pandemic, this study conducts a rigorous analysis of the online learning landscape within higher education. It scrutinizes the manifold issues that emerged during the era of quarantine restrictions, investigating the perspectives and experiences of students and academic staff in this transformative educational paradigm. Employing a comprehensive suite of research methodologies, including content analysis, observation, comparative analysis, questionnaires, correlation studies, and statistical and graphical methods, this research unearths the substantial challenges faced by participants in online learning. It meticulously evaluates the advantages and limitations of this pedagogical shift during the pandemic, probing into satisfaction levels regarding the quality of online instruction and the psychological aspects of adapting to new learning environments. Moreover, this study offers practical recommendations to address the identified challenges and proposes solutions. The findings serve as invaluable insights for higher education management, particularly within the framework of quality assurance, equipping administrators with the requisite tools and strategies to confront the extraordinary challenges that have arisen in contemporary higher education. These lessons gleaned from the crucible of the pandemic’s trials also hold a unique promise. The results of this research are not confined to a singular crisis but carry a profound implication: the effective application of online learning, even under the most arduous conditions. These ‘pandemic lessons’ become the guiding light for resilient education in the face of any adversity.

University students’ resilience in virtual education, personal best goals, anxiety, and academic achievement: towards the prospects of effective virtual education

University students’ resilience in virtual education, personal best goals, anxiety, and academic achievement: towards the prospects of effective virtual education

From current to possible selves: Self-descriptions of resilient post-compulsory secondary education Spanish students at risk of social exclusion

Being in a situation of social exclusion limits the potential of individuals and hinders their possibility to have a dignified life. In order to avoid social exclusion and marginalization, adequate access to formal education is vital. However, continuing education in marginalized neighborhoods poses a great challenge both to individuals and to their sense of self. In the present work, we took an approach to educational resilience based on the analysis of learner identity of students that present a trajectory of resilience in severely impoverished neighborhoods. The sample consisted of 132 students from such at-risk neighborhoods, who, despite this risk, completed mandatory secondary education successfully and continue their education beyond that level. They were administered a modified version of the Twenty Statements Test (TST) to measure current and possible selves related to their learner identity. The organization of the self, the emotional valence, the plane of action, the thematic reference, and thematic self-continuity were analyzed, as well as possible selves’ relationship with grade level, gender, and parental formal education. Results showed that, despite risk, their possible selves had high standards and were positive, reflexive, and connected to their current selves, which regulate and guide the students’ actions towards their goals. Academic experience and high parental formal education were related to the development of more personal and reflexive possible selves, reflecting the appropriation of school-related discourses about the self and the future. Interestingly, none of the variables was related to the emotional valence of self-descriptions. Students with a trajectory of resilience developed a highly positive sense of future self regardless of academic experience, gender, or parental formal education. Implications for resilience theory, identity research, and social intervention in at-risk contexts are discussed.