Managing innovation stress in ensuring the sustainability of educational systems

Introduction. The problems of prevention, correction and relief of innovation stress, its management in order to prevent and overcome the destabilization of educational relations and the education system as a whole, despite its theoretical and practical relevance, remain poorly studied. Modern studies practically do not consider the problems of the stages of innovation stress management in the context of the tasks of ensuring the sustainability of educational systems to these stresses. Russian researchers have shown that innovation stress destabilizes and leads to the loss of sustainability of education and the entire community, blocks the role of education as a social elevator, turns the professional elite of the country and the world into a marginalized class of workers, the value of which is only declared. Purpose setting. The purpose of the study is to analyze the stages of ensuring the sustainability of educational systems to innovation stress. 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 procedural components (stages) of ensuring the sustainability of educational systems to innovation stress. Methodology and methods of the study. Research methods are theoretical analysis of the stages of ensuring the sustainability of educational systems to innovation stress. The work reflects one of the stages of the integrative study of the sustainability of educational systems to innovation stress. Results. Innovation stress management in education involves a number of stages to ensure the sustainability of educational systems to innovation stress: forecasting the course and consequences, planning the implementation of innovation and collecting data on the results of implementation and the possibilities of current changes; motivating the educational system and its members to innovate, preparing and organizing innovation taking into account probable stresses, their positive and negative consequences; launching an innovation, understanding its current processes, achievements and difficulties, coordinating the innovation and stresses arising in the process of implementing and carrying out the innovation, preventing the escalation of innovation stress; reflecting on and monitoring the results of implementing the innovation and stresses arising as a result of reforming the educational system, working to correct conflicts, crises, collapses and other consequences of the escalation of innovation stress. Conclusion. Antipathetic and preventive work of the team of educational stakeholders directly involved in the situation to anticipate and understand the experience of innovation is largely responsible for solving the problem of preventing the escalation of the corresponding stress. Minimization as damping of innovation stress is a process and result of targeted, multi-level, multi-aspect reflexive research work of all subjects and stakeholders of education to maintain and/or revive the basic value-target pillars of education, as well as awareness and reflection of the experience of innovation in education and other areas. In our opinion, the prospects of the research are associated with a systemic description of the stages and types of innovation stress in education.

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