Abstract:

The global landscape has been irrevocably altered by a convergence of crises: the COVID-19 pandemic, escalating geopolitical conflicts, economical challenges and the looming specter of climate change. This triumvirate of challenges has ushered in an era of prolonged emergency, impacting educational systems worldwide. The global climate crisis, in particular, presents an ongoing threat that compounds existing emergencies and necessitates long-term adaptive strategies in education. This state of ongoing crisis has been further exacerbated in Israel due to the current war, highlighting the urgent need for a new educational paradigm.

Our educational systems find themselves in a perpetual state of crisis management, moving from one emergency to another without developing a comprehensive, sustainable approach to education in prolonged emergency situations. This gap in our educational framework represents a critical shortcoming in both research and practical application.

This presentation introduces a pioneering model for a new discipline: Education in Prolonged Emergency. We argue that the development of this discipline is not merely beneficial but essential for the well-being of children, who need an education system that promotes resilience and equips them with the tools to deal effectively in our increasingly unpredictable world.

Our model draws inspiration from the innovative work being conducted in Israel and the West Bank since October 7th, demonstrating the educators adaptive response to educational challenges in times of conflict. We propose a preliminary outline of this discipline, drawing inspiration from the developmental insights of Waldorf education and the valuable strategies for maintaining educational continuity and quality during crises, outlined in Beatrice Rutishauser Ramm "Essence of Learning" methodology, a Swiss approach to education in emergency situations. In addition we suggest relevant ideas from ‘Dialogical Education’ in its Israeli original form, mainly occupied in Social emotional learning and human connection as a foundation for learning and thriving in crisis conditions. The main ideas address notions of growth through listening and dialog, bodily, psychological and spiritual security, self regulation, and adjusted learning.

By synthesizing these approaches and our original research, we propose a framework to address the unique challenges of educating during prolonged emergencies. This includes strategies for maintaining educational continuity, supporting student and teacher well-being, adapting curricula to crisis contexts, and leveraging best practices and expert knowledge alongside AI technologies focused on the well-being of children and teachers.

The establishment of this discipline will enable educators, policymakers, and researchers to develop more effective, resilient, and adaptable educational systems. It will provide a structured approach to addressing the complex challenges that arise in era of prolonged emergency situations ensuring that education can continue to thrive even in the face of ongoing crises.

Keywords:

New educational paradigm, Wisdom, wellbeing, Crisis management in education, Global crises, Student and teacher well-being Curriculum adaptation AI in education Policy development.