DOI: https://doi.org/10.46502/issn.1856-7576/2025.19.04.3
Eduweb, 2025, octubre-diciembre, v.19, n.4. ISSN: 1856-7576
Cómo citar:
Nevoenna, O., Manchuk, V., Lunchenko, N., Zelenin, V., & Tovstukha, O. (2025). Educational psychology of teachers and students in crisis-driven innovation environments. Revista Eduweb, 19(4), 31-49. https://doi.org/10.46502/issn.1856-7576/2025.19.04.3
Psicología educativa de docentes y estudiantes en entornos de innovación impulsados por la crisis
Olena Nevoenna
Candidate of Psychological Sciences, Associate Professor at the Department of General Psychology,
V. N. Karazin Kharkiv National University, Kharkiv, Ukraine.
https://orcid.org/0000-0002-7578-9902
oanevoenna@karazin.ua, univer@karazin.ua
Valeriia Manchuk
Master’s Degree, Psychologist and Behavioral Science Specialist in Digital Mental Health, Norfolk, USA.
https://orcid.org/0009-0004-9625-0035
Nadiia Lunchenko
PhD, Head of the Laboratory of Applied Psychology of Education, Ukrainian Scientific and Methodological Center of Applied Psychology and Social Work, Kyiv, Ukraine.
https://orcid.org/0000-0002-4926-7115
Vsevolod Zelenin
PhD in Psychology, Professor, Professor of the Department of Psychology, Faculty of Psychology, Mykhailo Dragomanov State University of Ukraine, Kyiv, Ukraine.
https://orcid.org/0000-0003-1267-9308
Olesia Tovstukha
Candidate of Pedagogical Sciences, Associate Professor, Department of Psychology, Educational and Research Institute of Pedagogy and Psychology, Luhansk Taras Shevchenko National University, Poltava, Ukraine.
https://orcid.org/0000-0001-7998-1208
Recibido: 15/08/25
Aceptado: 10/11/25
Abstract
Educational innovation holds promise for transforming learning systems; however, it has also introduced significant emotional and psychological challenges for both students and teachers, particularly in contexts of rapid systematic reform and digital transformation. This study investigates the psychological effects of educational transformation in Ukraine, with comparative insights from Latin American countries such as Brazil and Colombia. Anchored in Lazarus and Folkman’s Transactional Model of Stress and Coping and Bronfenbrenner’s Ecological Systems Theory, the research adopts a qualitative approach to examine experiences of stress, anxiety, and coping strategies within school environments. Using thematic analysis of semi-structured interviews, the study reveals shared struggles of emotional uncertainty, institutional neglect, and cognitive overload among educational stakeholders. Nevertheless, evidence of adaptive resilience emerged, with some participants leveraging peer relationships and intrinsic motivation as buffers against reform-related stress. The findings highlight a critical gap in the emotional preparedness of educational policy and practice. The study advocates for the integration of emotional readiness, psychological support mechanisms, and targeted training into reform agendas. By re-centering human experience within educational innovation, this research offers actionable insights for policymakers and educators navigating transformation across diverse global contexts.
Keywords: educational innovation, emotional burnout, emotional resilience, institutional support, professional self-realization, psychosocial adaptation.
Resumen
La innovación educativa es prometedora para transformar los sistemas de aprendizaje; sin embargo, también ha introducido importantes retos emocionales y psicológicos tanto para los estudiantes como para los profesores, especialmente en contextos de reforma sistemática rápida y transformación digital. Este estudio investiga los efectos psicológicos de la transformación educativa en Ucrania, con perspectivas comparativas de países latinoamericanos como Brasil y Colombia. Basándose en el modelo transaccional de estrés y afrontamiento de Lazarus y Folkman y en la teoría de los sistemas ecológicos de Bronfenbrenner (1979), la investigación adopta un enfoque cualitativo para examinar las experiencias de estrés, ansiedad y estrategias de afrontamiento en el entorno escolar. Mediante el análisis temático de entrevistas semiestructuradas, el estudio revela las dificultades comunes de incertidumbre emocional, negligencia institucional y sobrecarga cognitiva entre los actores del ámbito educativo. No obstante, surgieron pruebas de resiliencia adaptativa, ya que algunos participantes aprovecharon las relaciones con sus compañeros y la motivación intrínseca como amortiguadores frente al estrés relacionado con la reforma. Los resultados ponen de relieve una laguna crítica en la preparación emocional de las políticas y prácticas educativas. El estudio aboga por la integración de la preparación emocional, los mecanismos de apoyo psicológico y la formación específica en los programas de reforma. Al volver a centrar la experiencia humana en la innovación educativa, esta investigación ofrece ideas prácticas para los responsables políticos y los educadores que navegan por la transformación en diversos contextos globales.
Palabras clave: innovación educativa, agotamiento emocional, resiliencia emocional, apoyo institucional, autorrealización profesional, adaptación psicosocial.
Introduction
A crucial component in any country’s educational reform or adjustment is the professional self-realization of teachers, whereby they become more resilient and perceive reforms as opportunities for growth and creativity (Yemelyanova et al., 2022). This enables them to fully utilize their knowledge, skills, abilities, creativity, and potential in the teaching profession, thereby overcoming academic workload and mental stress (Kurebay et al., 2023). It also strengthens their autonomy and control over their work, reducing feelings of helplessness (Nevojna et al., 2024). Addressing teachers’ emotional well-being is essential for their continued professional development and long-term success. The interconnected challenges of emotional stress and the need for self-realization require innovative strategies for training education seekers, enabling them to effectively harness their potential, integrate creative thinking with research competencies, adapt swiftly to changing conditions, and realize professional opportunities Deroncele-Acosta et al., 2021).
In recent years, the Ukrainian educational system has experienced major reforms due to the need to meet up with global educational standards and digital transformation (Ivanenko et al., 2023). These reforms like competency-based curricula, digitalized classrooms, and hybrid learning models have redefined both the purpose and delivery of education. However, such reforms have also been found to generate institutional and emotional strain on educators, particularly when expectations outpace institutional support (Tkachenko et al., 2024). Evidence from Latin America illustrates this trend. In Uruguay, for instance, López García et al. (2021) reported that 13.49% of teachers experienced moderate to severe stress during the COVID-19 pandemic. Similarly, studies in Ecuador and Peru revealed alarmingly high rates of teacher stress, with 90% in Ecuador and 91.95% in Peru presenting moderate to severe levels of stress (Flores-Paredes et al., 2021; Párraga-Párraga & Escobar-Delgado, 2020), highlighting the widespread psychological burden as a result of the introduction of educational reforms. These progressive reforms require educators and learners to continuously adapt, and the urgency of these reforms has been intensified by sociopolitical factors, including war-related displacement, which has forced schools and universities to implement remote and hybrid learning under constrained conditions.
Lazarus and Folkman's (1984) Transactional Model of Stress and Coping offers a useful theoretical framework for comprehending the emotional aspects of this shift. According to this paradigm, stress results from the dynamic interplay between people and their surroundings, where emotional outcomes are determined by how difficulties (stressors) are perceived and coping resources are available. According to this concept, the Ukrainian setting is characterized by digital changes, teacher workload, technical disparities, and wartime disruptions. These stressors can result in maladaptive effects like burnout, anxiety, and disengagement if they are not adequately addressed by institutional and emotional support.
Several studies, specifically in Ukraine shows that educators are not only expected to swiftly adopt new technologies but also expected to act as both pedagogues and digital facilitators to students who are coping with trauma and displacement (Kurapov et al., 2023; Londar & Pietsch, 2023). In similar contexts, digitalisation efforts in Brazil have highlighted the challenges of inequitable access and increased mental burden among educators (Carneiro, & Lima, 2022). The digitalization drive, although necessary, is not evenly distributed because under-resourced schools and vulnerable learners are often found struggling to meet up. The psychological impact of these changes is rising, and educators, who are expected to act as both pedagogues and digital facilitators, frequently report stress linked to inadequate training and workload.
Also research from Peru has shown that rapid digital transitions, when implemented without strong emotional support, negatively affect teacher wellbeing and, by extension, student experiences (Deroncele-Acosta et al., 2023). Moreover, emotional well-being is often not considered in the rush toward innovation, with teachers rarely given time to reflect on their own mental health in the pursuit of performance metrics and digital transitions (Lemon & Turner, 2024). Students, especially those from low-income or conflict-affected backgrounds, frequently report anxiety, alienation, and burnout (Kurapov et al., 2023). Evidence suggests that the intensity of academic stress increases in environments that adopt new learning systems without sufficient psychosocial scaffolding.
Importantly, while emotional wellbeing has been recognized as crucial to effective learning, ignoring the emotional well-being of learners risks distorting the very objectives that innovation seeks to fulfil. A study by Vovchenko et al. (2022) emphasized that emotional intelligence significantly influences the academic performance of students and highlights the need to incorporate mental health supports as essential to educational reforms. According to Iskakova et al. (2023), socio-emotional resilience among educators is essential to create an environment where both teaching and learning can thrive. Therefore, ensuring psychological preparation is important to meaningful educational reform.
Despite several policy initiatives and digital reforms in Ukraine, there is a lack of qualitative research that captures lived emotional experiences of students and educators during these reforms. Existing research, such as the study by Lim (2024) on psychological stress during Brazil’s digital education transitions, and the work of Vovchenko et al. (2022) on emotional intelligence in Ukraine, tend to focus on outcomes rather than lived emotional processes experiences. This indicates a broader pattern across both Ukrainian and Latin American contexts where emotional experiences of educators and students remain underexplored. Studies with qualitative methods into teachers’ burnout (Lavrysh et al., 2025) and students’ emotional distress (Lopatovska et al., 2022) reveal the human cost of crisis-driven innovation. Also, research into wartime distance learning (Londar & Pietsch, 2023) and the role of institutional factors (Head et al., 2023) show ethical dilemmas and fractured support networks. However, none explore lived stress and anxiety among secondary-school educators and university students navigating rapid reform in Ukraine.
This study aims to explore the emotional impact of innovative educational practices on students and educators by examining stress and anxiety levels, identifying key psychological, social, and institutional factors influencing these responses, and assessing the coping and support mechanisms currently in use.
Specifically, the study seeks to answer these questions:
RQ 1. How do students and educators feel the impact of innovative educational practices on their stress and anxiety levels?
RQ 2. What are the main psychological, social, and institutional factors contributing to their emotional responses?
RQ 3. What coping and support mechanisms are currently adopted by the educators and students?
Now that there is technological transformation in Ukraine's educational system, this study offers relevant and crucial perspectives into an ignored aspect of emotional impact of this digital advancement on both the students and educators. Although recent research has examined technology integration and learning outcomes quantitatively, and some qualitative studies have examined burnout and distress, little is known about the lived emotional experiences of secondary school teachers and college students navigating rapid innovation. This study aims to bridge that gap by qualitatively investigating the stress, anxiety, and coping strategies associated with these changes in education. The qualitative examination of the coping mechanisms, stress, and anxiety related to these instructive shifts will fill this research gap. Furthermore, the growing concerns about psychological overload, unequal access, and emotional estrangement in reformed learning environments by focusing on human experience, which offers a fresh perspective on educational success. The study enhances understanding of reform outcomes and provides psychological recommendations for future educational policy in Ukraine and other crisis-affected contexts by recording first-hand experiences of stakeholders.
The study focuses on Lazarus and Folkman’s model as theoretical frameworks of explaining stress and coping due to educational changes. It then examines stress and anxiety as core responses to reform. It explores the impact of educational innovation on emotional well-being globally and in Ukraine context. The study also highlights the value of qualitative methods in capturing lived experiences, and stresses the need for Ukraine-focused research amid the pandemic and war.
Literature Review
As Ukraine’s education system experience rapid innovation from digitalisation to competency-based models, stress and anxiety have quietly intensified among educators and learners. These emotional responses are not side effects but central to understanding how reforms impact real lives. This section reviews key concepts of stress, anxiety, and educational innovation, then reviews global and Ukrainian research on the effect of reforms on psychological well-being. Lazarus and Folkman’s Transactional Model of Stress and Coping provides a useful lens to look into how individuals appraise and respond to educational demands that exceed their perceived resources. It helps frame the psychological toll of reform as a dynamic interaction between person and environment. It also identifies a gap: while reforms are well-documented structurally, the lived emotional experiences of those affected are still underexplored. This review sets the stage for a study that seeks to centre those voices and contribute needed insight into the human cost of change.
Theoretical Framework for Stress and Coping in the Context of Educational Change
Scholars have adopted several theoretical frameworks to understand how individuals respond to educational change and psychological strain. Some of the widely used theories are: lazarus and folkman’s transactional model of stress and coping, Bronfenbrenner’s Ecological Systems Theory, bandura’s social cognitive theory, the job demands-resources model, and meichenbaum’s behavioural stress inoculation framework. Each provides a solid view for examining how environmental demands, cognitive appraisals, and individual resources interact. This study will be utilising a primary model which is; Lazarus and Folkman’s Transactional Model of Stress. The framework was selected because of how it centre on individual perception and response and also contextualise those experiences within the educational systems making them suitable for analysing the Ukrainian educational landscape. A shift toward holistic education that make use of technology, personality development, and philosophy is important to reduce the systemic stress caused by overly mechanistic learning reforms (Iskakova et al., 2023).
Lazarus and Folkman’s Transactional Model of Stress and Coping
This model posits that stress arises both from external events and how individuals appraise these events and assess their resources for managing them (Lazarus & Folkman, 1984; Spătaru et al., 2024). In educational innovation, educators and learners evaluate reform-related demands, such as new teaching platforms and assessment methods to determine whether they possess the needed skills, institutional support, and time (Ghiasvand et al., 2024). Stress and anxiety is imminent when demands exceed available resources.
While trying to understand educator’s burnout during reform periods, some studies have adopted these frameworks. Internationally, this model has been employed to explain emotional burnout in educators navigating hybrid or remote learning. In Peru, hybrid learning in public universities was linked to high levels of stress when institutional support was lacking, emphasizing teachers’ primary appraisal of insufficient resources (Colina-Ysea et al., 2024). Similarly, research from Colombia on secondary teachers revealed both appraisal and coping strategies; inadequate preparation in remote teaching led to emotional exhaustion and maladaptive coping. A Brazilian study also revealed that sudden technology adoption without structured support increased burnout symptoms among educators, revealing secondary appraisal failures and impaired coping (Lim, 2024). In the Ukrainian context, recent qualitative findings show that students reported substantial emotional distress due to the war and a lack of institutional guidance or training, suggesting that primary appraisal of existing threats and systemic failure to offer resources leads to stress and anxiety (Kurapov et al., 2023). This model is particularly relevant in Ukraine, where teachers and students have been driven into digital reforms amid broader societal crises. Their cognitive appraisals which at the same time is shaped by uncertainty, collective trauma, and limited institutional guidance play a central role in how stress manifests and whether coping strategies are adaptive or maladaptive.
Stress and Anxiety
Stress and anxiety are deeply human responses to the pressures and unexpected change, and these are the challenges that students and teachers face in today’s education systems. According to the American Psychological Association (2022), stress occurs when demands exceed one’s ability to cope. Selye (1978) described it as the body’s nonspecific reaction to any demand (Ghasemi et al., 2024; Szabo, 2023).
In educational contexts, stress can be triggered by academic workload, high-stakes testing, or the rapid changes in instructional methods. Research from Colombia found that teachers experienced intense stress when hybrid learning was introduced without adequate training. Similarly, a study in Peru noted increased anxiety among students where digital platforms were unreliable and teachers overwhelmed (Colina-Ysea et al., 2024).
When student expectations are not met during reform, motivation to continue online learning decreases, amplifying emotional strain. Research from Argentina showed that integrating social-emotional learning into reform processes reduced anxiety and improved student engagement.
Anxiety while often related to stress, is defined by the National Institute of Mental Health (2022) as a deeply excessive and prolonged case of worry and fear about everyday situations. In education, anxiety may arise from pressures to excel, the fear of failure, or unfamiliar technological environments (Vovchenko et al., 2022). Understanding and supporting emotional needs is vital for reforms to succeed in any educational context.
Educational Innovation and Emotional Wellbeing
Educational innovation in Ukraine has been shaped by necessity, from COVID-19’s disruption of face-to-face learning to the war’s destruction of physical infrastructure (Schleicher, 2020). Innovations such as digital platforms, competency-based learning, and hybrid teaching are aimed at increasing efficiency and continuity. However, these reforms often neglect the emotional readiness of those expected to implement them. Global studies demonstrate that poorly supported reforms contribute to emotional burnout. For example, Iskakova et al. (2023) noted that digital learning platforms, though innovative, exacerbated stress among educators when introduced without scaffolding. In Latin America, consistent burnout patterns across Uruguay, Peru, and Ecuador during remote teaching were identified (López García et al., 2021; Flores-Paredes et al., 2021; Párraga-Párraga & Escobar-Delgado, 2020). In Ukraine, Tkachenkor et al. (2024) and Kurapov et al. (2023) reported similar trends, with educators feeling emotionally overwhelmed and unsupported. Despite this evidence, many reforms continue to prioritize measurable performance metrics over lived experience. As Avsec et al. (2024) warns, treating educational innovation as a technical upgrade rather than a human-centered transformation undermines its sustainability and equity.
Importance of Qualitative Approaches in Capturing Nuanced Emotional and Psychological Experiences
Quantitative studies reveal valuable trends but often flatten the emotional complexity of educational change. Qualitative methods such as phenomenological interviews, focus groups, and narrative analysis allow deeper insight into emotional experience and meaning-making processes (Papajorgji & Moskowitz, 2024). Ukraine-specific research remains sparse in this domain. Although Lavrysh et al. (2025) and Lopatovska et al. (2022) examined educator burnout and student anxiety, these studies did not center lived emotional narratives. Therefore, qualitative research is crucial for informing responsive policy and targeted interventions
Justifying the Need for Ukrainian-Contextualized Research in a Post-Pandemic, War-Affected Educational Environment
Teachers and students are navigating educational innovations amid trauma, displacement, and infrastructural collapse due to the COVID-19 pandemic and ongoing war (Mayer et al., 2023). This delicate landscape necessitates research that centers emotional survival alongside institutional functionality. UNESCO (2023) projects a surge in youth requiring psychological support, and Tkachenko et al. (2024) emphasize creative resilience-building among teachers as a protective factor. However, as Ikwuka et al. (2024) note, educators are growing resistant to digital surveillance and weary of technocratic mandates. These overlapping crises reveal a deep policy gap: reforms continue while the psychological cost is ignored. These unique challenges demand a pressing need for research that is tailored on the Ukrainian educational experience, focusing on the psychological impacts of these crises and leading to informed and specific interventions to support learners and educators in managing well in this complex and fast changing system.
Rationale for Conducting This Study and Its Contribution to Existing Knowledge
This study aims to fill a critical gap in the literature by exploring the psychological experiences of Ukrainian students and educators amid the dual crises of the pandemic and war. While previous research has addressed mental health challenges within these groups, there remains a lack of qualitative studies that capture the emotional depth of their lived experiences (Schulze-Hagenest et al., 2023). By using qualitative methodologies, this research provides a rich understanding of how educational reforms affect the emotional well-being of both students and teachers. These findings are important for developing sustainable support systems and mental health policies within the Ukrainian educational community.
Thiis study also contributes to international education research by offering insights into coping strategies and the institutional role in supporting psychological resilience during crises. Although this research is contextualized within Ukraine, the methodology and findings are transferable and may be replicated in other conflict-affected or reform-intensive contexts, particularly across Latin American countries. In summary, this study enhances our understanding of the psychological toll of reform in crisis and supports future education reform initiatives both locally and globally.
Methodology
Research Design
This study employed a qualitative research design using semi-structured interviews, effectively explores complex psychological phenomena like stress and anxiety in specific sociocultural and institutional contexts. This approach supports the interpretivism approach, capturing the depth, texture, and meaning of lived experiences.
Semi-structured interviews provide flexibility, focus, and openness for researchers to guide discussions, allowing participants to share personal narratives and insights, ensuring richness and consistency in data (Naeem, et al., 2023). The study employed methodological transparency, careful coding procedures, and ongoing researcher reflexivity to ensure trustworthiness and reliability. Inter-coder reliability was also utilized to increase the legitimacy of the thematic analysis. Given its contextual sensitivity and adaptability, this methodology can be replicated in Latin American countries facing similar educational and psychosocial challenges, offering cross-regional insights into how students and teachers experience reforms during crisis.
Participants
This study involved 10 secondary school educators and 12 students from public schools and universities across Ukraine, and all of them have direct experience with innovative educational practices e.g. blended learning, digital platforms and project-based instruction. Purposive sampling method was employed to select participants who were actively engaged in and affected by recent educational reforms and this approach ensures that the data gathered are from informed perspectives (Palinkas et al., 2015; Campbell et al., 2020).
Ethical protocols were strictly observed as all participants provided informed consent, and they were assured of anonymity and confidentiality in handling their data. Ethical approval was obtained from the relevant institutional review boards before collection of data.
Data Collection
Data were collected using semi-structured interviews, conducted either in person or via Zoom, depending on participants’ availability, safety, and preferences. This method was chosen for its ability to capture rich, narrative-driven data, allowing participants to articulate their emotional experiences in their own words, while also giving the interviewer the flexibility to probe for depth and clarification where necessary (Adams, 2015; Naeem et al., 2023).
Participants were selected through purposive sampling, with an emphasis on relevance to the research objectives. The study involved 10 secondary school educators and 12 students (from both secondary schools and universities) who had first-hand experience with innovative educational practices such as blended learning, digital platforms, and project-based instruction. Additional selection criteria included; active participation informal education in Ukraine during ongoing educational reforms, willingness and ability to reflect on emotional responses to those reforms educators have at least one year of experience teaching under new or hybrid instructional models, students with recent experience with remote or digitally enhanced instruction.
Each interview lasted between 30 to 60 minutes and was conducted in either Ukrainian or Russian, depending on participant preference, then translated into English during transcription where necessary.
The study used a semi-structured interview protocol, focusing on four core areas: emotional responses to educational innovations, coping strategies, institutional support, and emotional resilience. Participants were asked to share their initial reactions, coping strategies, perceptions of institutional support, and experiences of burnout or psychological strain. The format allowed for flexibility in exploring individual experiences.
Methodological Limitations
This study acknowledges some limitations even as it provides meaningful insights into the emotional experiences of learners and educators during educational reforms. First, the study employed a small, purposively selected sample consisting of 10 secondary school educators and 12 students. While this enabled in-depth exploration of lived experiences, it limits the generalizability of findings across the broader Ukrainian educational system (Palinkas et al., 2015). Future studies should employ larger and more diverse samples, possibly using stratified sampling to include various demographics, school types, and teaching contexts. This would allow for a more comprehensive understanding of how emotional responses vary across different segments of the education sector.
Most participants were drawn from relatively stable central and western regions of Ukraine as such, the lived experiences of learners and educators in heavily displaced regions such as Donetsk, Luhansk, Kherson, and parts of Zaporizhzhia may not be fully represented. This introduces a regional bias that must be considered when interpreting findings. Future research should aim for greater regional coverage, particularly including voices from frontline or displaced areas.
The dependence on self-reported interviews also introduces the potential for socially desirable responses, where participants may consciously or unconsciously downplay distress or exaggerate resilience (Creswell & Poth, 2018). Conducting Zoom interviews might have affected the level of emotional expression because the physical absence can limit the researcher's ability to observe non-verbal cues and deeper interpersonal rapport, which are important in sensitive psychological topics (Farrell, 2020). Future studies should consider mixed-method designs, incorporating observational techniques, longitudinal tracking, or validated psychological assessments to triangulate data.
Despite these limitations, the study serves as a valuable foundation for understanding the emotional impact of educational reforms in crisis areas. Future research should consider larger samples and mixed methods of data collection across more affected regions.
Results and Discussion
Participants’ Demographic Profile
The study involved 10 educators and 12 students from public schools and universities in Ukraine, all with direct experience in innovative educational practices, as presented in Tables 1 and 2.