BUILDING RESILIENCE IN STUDENTS: THE ROLE OF PEDAGOGICAL SUPPORT IN BLENDED LEARNING

Abstract

The article analyzes the peculiarities of developing resilience among students in the context of blended learning and identifies the role of pedagogical support in this process. The study considers contemporary challenges of the educational environment, including the growth of academic stress, declining motivation, and difficulties in self-regulation under conditions of digitalization and social instability. Based on the analysis of domestic and international research, resilience is defined as a key quality that ensures psychological stability, adaptability to change, and the harmonious development of personality. Special attention is paid to the impact of martial law and crisis-related social transformations, which significantly increase the need for stress resistance and the development of individuals’ resource potential. The importance of pedagogical support is emphasized, including the creation of an emotionally safe environment, the introduction of tutoring, facilitation, mentoring, and coaching practices aimed at supporting students’ psycho-emotional well- being. It is shown that pedagogical support in blended learning requires rethinking its functions and formats, as it must integrate both traditional forms of assistance and modern digital technologies that provide opportunities for counseling, motivation, and the prevention of burnout in virtual environments. Blended learning is viewed as a context that opens new opportunities for the development of resilience due to the flexibility and individualization of the educational process, but at the same time creates challenges associated with digital self-discipline, the risk of emotional isolation, and the necessity of developing self-regulation skills. It is stressed that the teacher plays a key role in the formation of resilience, as they not only transmit knowledge but also act as a moderator of interaction and a mediator between the learner and a complex reality that generates numerous psychological risks. The conclusions highlight that pedagogical support is a fundamental condition for building resilience, contributing to the transformation of stress into a resource for personal growth and academic progress. The development of resilience in students is regarded as a strategic investment in their future, combining academic achievement with psychological well-being and readiness for professional activity under conditions of uncertainty. Prospects for further research are associated with the empirical modeling of strategies for integrating pedagogical support into blended learning systems, as well as the search for innovative practices capable of enhancing the psychological resilience and adaptability of young people.