Managing innovation stress in ensuring the sustainability of educational systems

Introduction. The problem of stress management (prevention of its escalation and taking measures to minimize it), despite its obvious importance, has not been sufficiently studied. Modern studies largely consider innovations, paying tribute to scientific and political fashion, as a phenomenon of ensuring the sustainability of the system. In practice, innovations in modern education carry a significant number of contradictions and problems that can destroy education as such. The goal of such «innovations», many of which are lobbied at the supranational level, is the formation of a society in which education does not perform either the functions of individual development, or the functions of developing groups and the community as a whole. These pseudo-innovations do not reduce, but increase tension in communities (there is an escalation of innovation stress), destroying, rather than improving education. Purpose setting. The purpose of the study is to analyze the processes and conditions of managing (escalation and minimization) innovation stress to ensure the sustainability of educational systems. The novelty of the study lies in the ongoing development of an integrative theory of innovation stress in education, namely, in the study of the processes and conditions of escalation and minimization of innovation stress to ensure the sustainability of educational systems. Methodology and methods of the study. Research methods are theoretical analysis and synthesis of the processes and conditions of escalation and minimization of innovation stress in ensuring the sustainability of educational systems. The paper presents an attempt at an integrative study of the processes and conditions of escalation and minimization of innovation stress in ensuring the sustainability of educational systems. Results. Innovation stress management in education – procedures and results of the influence of the management subject on its various aspects and levels, itself and other stakeholders in order to improve its forms and contents, processes and results, prevent escalation and minimize existing manifestations of stress. Resistance planning, assessment of the directions and processes of restoration of education and its subjects, retention as the preservation of the most valuable and important characteristics and functions of education and revival as a search and study of possibilities for transforming the system require an expanded, reflexive, intersubjective dialogue of education subjects. Based on such a dialogue, a decision can be made on the fate of the innovation, measures and conditions for minimizing negative consequences and preventing the escalation of innovation stress. Conclusion. Innovation stress management is a systemic, reflexive activity of various educational entities aimed at minimizing innovation stress and preventing its escalation in order to ensure the sustainability of educational systems. In our opinion, the prospects of the study are associated with a systemic description of such conditions under which the features of deformations of the value-target level of educational relations will determine the state of other levels (meanings and values, technologies and methods of education).

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