The crisis situation resulting from the outbreak of the COVID-19 pandemic at the beginning of 2020 resulted in the introduction of restrictions on social contacts aimed at controlling the spreading virus infections. The consequences were significant in almost all spheres of life, and one of the most affected was educational services. In that field, the introduction of restrictions led to a radical remodeling of the functioning and organization of school facilities: suspension of traditional classes conducted in schools and a widespread transition to remote forms of teaching, using various types of communication platforms. These necessary changes, quite unexpected and introduced at a rapid ‘emergency’ pace, have become a great challenge for all parties to the education process: teachers, students and their parents, as well as school management._x000D_
In the study, we show that schools and students of primary and secondary schools (which was more difficult task than in the case of higher education, Bento, Fabio et. al. 2021) coped quite well with the crisis situation that precipitated from the current path of the didactic process. Based on empirical research conducted in 2021 in the Wielkopolska region, we identified students and teachers attitudes and behaviors that make the system of educational services highly resistant to the existing crisis situation. As indicators of resilience, we took into account the degree of students and schools equipment with devices enabling remote classes, their range of skills in using e-learning platforms and the degree of new forms of conducting lessons acceptance. It can be concluded that the school system in the Wielkopolska region, thanks to the attitudes of its stakeholders, has shown considerable resilience in the sense of adaptive resilience concept (Masik, Sagan 2016), and the pace of introducing changes in the didactic process in the face of the pandemic crisis, it also allows the system to be identified as an agile organization.
Anna Tobolska, Emilia Bogacka, Jan Hauke, Justyna Weltrowska
Adam Mickiewicz University, Poznań
ID Abstract: 359