TEACHING IN CONDITIONS OF PROLONGED STRESS: FROM SURVIVAL TO EFFECTIVE LEARNING

Abstract

The article examines the problem of organizing the educational process under conditions of prolonged stress caused by armed conflict and chronic social instability. The neurophysiological mechanisms of stress impact on the cognitive functions of educational process participants are analyzed. The concept of the teacher’s dual burden in crisis conditions is substantiated, along with the necessity of developing self-regulatory competencies as a fundamental condition for effective teaching. Practical approaches to integrating psychological stabilization elements into the learning process are proposed, drawing on Israeli trauma-informed education experience (MAASE and BASIC PH protocols). The concept of continuity restoration is revealed as a key pedagogical task in crisis conditions.