DANIELA SALAZAR FLORES , CRISTIAN SALAZAR , OLESYA VICTOROVNA ULYBINA , ROMAN VIKTOROVICH OSIN , SERGEY VLAGIMIROVICH BARINOV
DOI: https://doi.org/The article discusses the psychological aspects of conflicts in the educational environment and proposes pedagogical strategies for their prevention and resolution. The theoretical part is based on an interdisciplinary approach that combines social, cognitive, and organizational psychology, as well as cooperative pedagogy and restorative practices.
It has been shown that conflicts are most often caused by mismatches in expectations and norms, asymmetrical power relations between teachers and students, emotional dysregulation among participants, deficits in communication competence, and an unsafe organizational climate.
Special attention is paid to the influence of the digital environment, where asynchronous communication and the effect of "social invisibility" increase the risk of escalation. A conceptual model is proposed that includes three analytical blocks: determinants of conflict (personal, situational, and institutional), psychological mechanisms of escalation and stabilization, and pedagogical interventions aligned with the phases of conflict.
The article discusses an evaluation system that combines indicators of interaction quality, academic performance, psychological safety, and the reduction of disciplinary incidents. The article concludes that multi-level programs that integrate work with emotions, norms, and institutions are effective, provided that the administration is led, teachers are trained, and digital communication is consistently regulated.
