Forming the space of pedagogical well-being during war: the experience of collective modeling
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Abstract
Relevance. During wartime, the issues of well-being and mental health become particularly important, as well-being is not just comfort but the ability to shape life, overcome challenges, and find new meanings. Teachers play a crucial role in creating a psychologically safe environment for students, supporting them in processing complex emotions, and acting as mentors and friends. The educational community accumulates valuable experience in adapting to challenges, which needs to be analyzed and systematized to develop new educational strategies.
Purpose of the article – To present the experience of collective modeling of teachers’ well-being by educators in a metropolitan lyceum, which may serve as a basis for new strategies of response and experimentation in the educational environment.
Methodology and scientific approaches. The PERMA model of flourishing (M. Seligman) was used for modelling the space of teachers’ well-being. The PERMA questionnaire surveyed 410 respondents from the education sector between 2021 and 2025. Additionally, SWOT analysis, collective modelling, and strategic planning tools were employed.
Main results. The modelling of pedagogical well-being in the lyceum included SWOT analysis, conceptualization, and enrichment of the PERMA model with pedagogical ideas, as well as strategic planning in the process of transitioning to specialized education. The main factors contributing to the pedagogical well-being were identified as pedagogical meaning, engagement in activities, and achievements, as confirmed by a survey of 410 respondents over 2021-2025. The lyceum's strengths include progressive administration, high motivation of students and teachers, creativity, and adaptability, while risks involve teacher and student overload, lack of funding, and shortage of young specialists. The PERMA model was adapted for promoting mental health and pedagogical well-being, differentiating tasks that can be accomplished independently from those requiring external support. A set of measures was developed to create a motivational educational environment, enhance leadership skills, modernize educational spaces, and improve education quality, fostering the development of motivated students and graduates with high knowledge levels, critical thinking, and a strong civic stance.
Conclusions. The lyceum’s teachers independently shape the space for well-being, not as an official directive but as an intrinsic desire for change, based on real pedagogical experience. Teachers do not wait for external support but actively build a comfortable educational environment using creativity and responsibility. Promoting such initiatives contributes to the renewal of the education system, demonstrating the effectiveness of autonomous pedagogical approaches.
Prospects for further research lie in the continuation of studies on the initiated strategies for creating a space of pedagogical well-being, providing scientific-methodological support for such initiatives, and sharing experiences with other interested educational collectives and communities.
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