Resilience of the educational system in conditions of global social upheavals: the ratio of centralization and autonomy (Ukrainian experience for Europe)

The article is devoted to the study of educational system resilience in conditions of global social upheavals, particularly in wartime. A definition of educational system resilience is provided, and specific indicators of resilience are outlined. The authors adopt a neo-institutional approach, advocating the view that not only strong institutions but also individuals’ perceptions of the existing rules and social order are vital for the resilience of the educational system. The empirical basis of the article consists of the results from focus group and in-depth interviews conducted by the authors in December 2022–January 2023. The key findings of the study are as follows: (1) meso-level organizations (schools) play a significant role in ensuring the resilience of the entire educational system, facilitated by granting them substantial autonomy from the government; (2) the essential role of micro-level actors (teachers) is fully realized when there is a harmonious balance between organizational control and individual freedom. The ‘recipe for resilience’ presented in the article is applicable to various countries worldwide that have faced global social upheavals. The results can serve as a reliable foundation for developing a toolkit for conducting quantitative research on educational resilience. The findings will be of interest to a wide range of stakeholders, including educators, scientists, and specialists in the fields of educational policy.