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<p>The intersection of educational resilience and entrepreneurial competencies presents unique opportunities for maintaining STEM education quality during crises. This systematic review synthesizes evidence from 301 sources to develop an integrated framework for implementing entrepreneurial STEM education in conflict-affected contexts. Through comparative analysis of pandemic and armed conflict impacts, we identify distinct adaptation strategies and their effectiveness. Our findings reveal that crisis conditions accelerate entrepreneurial competency development by 34–45% compared to normal contexts, while problem-based learning approaches maintain 78% of educational outcomes despite severe resource constraints. The Ukrainian case demonstrates how educational systems can transform adversity into innovation through community-integrated projects, digital resilience strategies, and trauma-informed pedagogies. We present a comprehensive implementation framework validated across multiple crisis contexts, offering evidence-based guidance for educators, policymakers, and international organizations. The study contributes a novel theoretical integration of crisis pedagogy, entrepreneurial education, and STEM resilience, providing actionable insights for building antifragile educational systems capable of thriving through disruption.</p>

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Resilience through crisis: an integrated framework for entrepreneurial STEM education in conflict-affected contexts

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月9日

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  • Serhiy O. Semerikov,
  • Pavlo P. Nechypurenko,
  • Tetiana A. Vakaliuk,
  • Iryna S. Mintii

摘要

The intersection of educational resilience and entrepreneurial competencies presents unique opportunities for maintaining STEM education quality during crises. This systematic review synthesizes evidence from 301 sources to develop an integrated framework for implementing entrepreneurial STEM education in conflict-affected contexts. Through comparative analysis of pandemic and armed conflict impacts, we identify distinct adaptation strategies and their effectiveness. Our findings reveal that crisis conditions accelerate entrepreneurial competency development by 34–45% compared to normal contexts, while problem-based learning approaches maintain 78% of educational outcomes despite severe resource constraints. The Ukrainian case demonstrates how educational systems can transform adversity into innovation through community-integrated projects, digital resilience strategies, and trauma-informed pedagogies. We present a comprehensive implementation framework validated across multiple crisis contexts, offering evidence-based guidance for educators, policymakers, and international organizations. The study contributes a novel theoretical integration of crisis pedagogy, entrepreneurial education, and STEM resilience, providing actionable insights for building antifragile educational systems capable of thriving through disruption.