Components of resilience of educational systems to stresses of innovation

Introduction. Modern studies of education pay significant attention to the issues of sustainability of people, groups, organizations in face of numerous stresses. However, against this background, extremely few studies are devoted to the issues of sustainability and the components of sustainability of education and its subjects in relation to the stresses of innovations and pseudo-innovations. In the general theory of organizations and management this problem is largely associated with the occurrence of systemic errors in the functioning and development of the organization. In the context of psychological and pedagogical understanding of the problem of «organizational», «group» and «personal» sustainability, the latter points are central. Therefore, their study has both practical and theoretical significance and at the present time, has a high scientific novelty. Purpose setting. The purpose of the study is to analyze the components of the sustainability of educational systems to the stresses of innovations. The novelty of the study is associated with the further development of the integrative concept of innovation stress in the field of education, including the study of the components of the sustainability of educational systems to the stresses of innovations. Methodology and methods of the study. The research methods are theoretical analysis and synthesis of research the problems of the components of the sustainability of educational systems to the stresses of innovations. The work reflects an attempt to systematically understand the problems of the components of the sustainability of educational systems to the stresses of innovations. Results. In order to minimize the deformations and consequences of them in educational systems and their subjects that arise as a result of the incorrect application of innovations, it is necessary to systematically analyze and take into account the components of the sustainability of the educational sphere and its subjects. Based on the understanding of the main violations and problems, there is a need to create and directed use of psychological and pedagogical technologies to help educational entities involved in the development, fulfillment and completion of innovations. Conclusion. Prevention and minimization of existing stresses of innovations requires activity in the formation and development of the ability and desire of educational systems and their subjects to anticipate, purposefully and volitionally cope and reflect on changes, use the negative aspects and consequences of innovations to strengthen the education system as a whole and the relations of individual groups of subjects in it, achieving a harmonious relationship between the sustainability and variability of the system.

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