Psicología educativa de docentes y estudiantes en entornos de innovación impulsados por la crisis

Autores/as

DOI:

https://doi.org/10.46502/issn.1856-7576/2025.19.04.3

Palabras clave:

innovación educativa, agotamiento emocional, resiliencia emocional, apoyo institucional, autorrealización profesional, adaptación psicosocial

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.

Biografía del autor/a

Olena Nevoenna, N. Karazin Kharkiv National University, Kharkiv, Ukraine.

Candidate of Psychological Sciences, Associate Professor at the Department of General Psychology, N. Karazin Kharkiv National University, Kharkiv, Ukraine.

Valeriia Manchuk, Norfolk, USA.

Master’s Degree, Psychologist and Behavioral Science Specialist in Digital Mental Health, Norfolk, USA.

Nadiia Lunchenko, Ukrainian Scientific and Methodological Center of Applied Psychology and Social Work, Kyiv, Ukraine.

PhD, Head of the Laboratory of Applied Psychology of Education, Ukrainian Scientific and Methodological Center of Applied Psychology and Social Work, Kyiv, Ukraine.

Vsevolod Zelenin, Mykhailo Dragomanov State University of Ukraine, Kyiv, Ukraine.

PhD in Psychology, Professor, Professor of the Department of Psychology, Faculty of Psychology, Mykhailo Dragomanov State University of Ukraine, Kyiv, Ukraine.

Olesia Tovstukha, Luhansk Taras Shevchenko National University, Poltava, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor, Department of Psychology, Educational and Research Institute of Pedagogy and Psychology, Luhansk Taras Shevchenko National University, Poltava, Ukraine.

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Publicado

2025-12-30

Cómo citar

Nevoenna, O., Manchuk, V., Lunchenko, N., Zelenin, V., & Tovstukha, O. (2025). Psicología educativa de docentes y estudiantes en entornos de innovación impulsados por la crisis. Revista Eduweb, 19(4), 31–49. https://doi.org/10.46502/issn.1856-7576/2025.19.04.3

Número

Vol. 19 Núm. 4 (2025)

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Articles

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Derechos de autor 2025 Olena Nevoenna, Valeriia Manchuk, Nadiia Lunchenko, Vsevolod Zelenin, Olesia Tovstukha

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Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.