Mediation as a means of resolving conflicts in the educational environment

Abstract

The article explores the nature and characteristics of conflicts in the educational environment. It analyzes the classification of conflicts in education based on key criteria such as the subject matter of the conflict (legitimization conflict, value conflict, informational conflict, power conflict, conflict over limited resources, expectation conflict, self-esteem conflict, and attributive conflict), the participants involved (student-to-student conflicts, student-teacher conflicts, conflicts among teachers, conflicts related to university administration and policies), and the level at which the conflict arises (between individuals at the same hierarchical level, between members of different hierarchical levels, between individuals and groups, between leaders and groups at different hierarchical levels, between two groups of the same level, and between two groups at different hierarchical levels with significant internal organizational distances, where the conflicting groups may have entirely different goals).

A legal analysis is conducted, and the importance of resolving conflicts in the educational environment through mediation is substantiated, with particular focus on the fundamental principles of the mediation process. The article highlights the necessity of establishing mediation services in higher education institutions. Their role, scope, and target groups are analyzed. The experience of creating the first mediation services at universities in Ukraine is mentioned. The legislation that constitutes the legal basis for the functioning of mediation services in Ukraine is presented.

Emphasis is placed on the need to develop mediation skills and competencies among participants in the educational process, particularly by involving students in school reconciliation service activities.

Thus, conflicts in the educational environment are an integral part of the interaction of participants in the educational process and cover a wide range of subjects - from the clash of values and expectations to the struggle for resources and power. They can be both destructive (causing damage to relationships, motivation, trust, security, etc.) and constructive (serving as an impetus for change, development of communication and socio-emotional skills, observance of rights and legitimate interests in the educational environment, etc.).