Peculiarities of the interpretation and implementation of the concept of “resilience” in psychological and pedagogical sciences

This article analyzes the specifics of interpreting and implementing the concept of «resilience» in psychological and pedagogical sciences, driven by the transformation of educational paradigms and the search for new, relevant educational outcomes. It reveals that the term’s relative novelty in Ukrainian scientific discourse has led to definitional ambiguity and a multitude of synonymous translations, complicating the unification of scientific language. The evolution of the concept is traced from its etymological roots in the exact sciences to its modern multi-paradigmatic application. The author emphasizes the need for a clear distinction between resilience and related concepts such as stress resistance, hardiness, and coping, highlighting its dynamic, adaptive, and transformative nature. In psychology, resilience is understood as an individual’s ability to overcome adverse circumstances, fostering psychological growth and development through internal self-regulation mechanisms. In pedagogy, the article proposes broadening the understanding of «academic resilience» from a narrow socio-pedagogical interpretation (overcoming educational inequality) to a wider, didactically oriented concept. This concept encompasses the ability of most students to successfully cope with everyday learning challenges, transforming them into resources for cognitive and personal growth. Integrated psychological and pedagogical models are proposed, aimed at fostering an individual’s internal resources (self-regulation, emotional intelligence, cognitive flexibility) for successful navigation in a changing educational and professional environment. The article concludes that the term «resilience» has been successfully assimilated into the Ukrainian language, filling a conceptual gap, and is a key competence for forming a resilient and adaptive personality.