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Emotional Resilience of Students in the Context of Distance Learning

The emergency switch to a distance learning format became a challenge for the educational system, updated and formed the situation of scientific and pedagogical search for optimal psychological and pedagogical measures aimed at preserving the educational environment relevant to the dynamic demands of our time. The purpose of this study is to identify the psychological and pedagogical conditions of the educational environment that contribute to the formation and development of emotional resilience of students in emergency online learning and substantiate the characteristics of an effective online course that contribute to the stabilization and development of emotional stability of students in conditions of distance learning. Research hypothesis: the introduction into the practice of distance teaching of adapted educational courses based on interactive technologies will develop the emotional resilience of students while maintaining the effectiveness of learning. The research methodology involves (1) analysis of sources in order to identify the factors of the educational environment. Determining the characteristics of the emotional stability of students, (2) comparison of the levels of the main emotional modalities according to the results of the survey of the control and experimental groups (57 people), where the control group studied according to the traditional method, the experimental one worked with the developed online course. The results obtained indicate that while maintaining the necessary level of effectiveness of the educational process, the introduction of the experimental course contributes to the development of emotional resilience of students with a significant increase in the level of joy by 27% compared to the traditional forms of implementation of the training course.