PSYCHOLOGICAL ASPECTS OF USING THE ADKAR MODEL IN TEACHING BUSINESS ENGLISH AND MANAGEMENT DURING WARTIME

Abstract

Abstract

Wartime conditions fundamentally transform educational environments by increasing psychological stress, disrupting the learning process, and altering students' motivation.In higher education, these challenges are particularly visible in Business English and Management courses, where communication, collaboration, leadership, and decision-making competencies are central to successful learning outcomes.This article explores the psychological aspects of implementing the ADKAR Model in teaching Business English and Management during wartime.Originally developed as a change management framework, the ADKAR Model (Awareness, Desire, Knowledge, Ability, and Reinforcement) is analyzed as a pedagogical and psychological mechanism that supports adaptation, resilience, and professional identity formation under crisis conditions.The study examines how each stage of the model addresses specific psychological needs, including uncertainty reduction, emotional regulation, motivation restoration, self-efficacy development, and long-term adaptation.The article also discusses trauma-informed pedagogy, emotional resilience, communication anxiety, and crisis-oriented educational practices.Special attention is paid to the role of psychological safety and emotional support in maintaining students' academic engagement during periods of instability and uncertainty.The article emphasizes that wartime education requires flexible teaching approaches capable of responding to students' emotional and cognitive needs while preserving the quality of professional training.The findings suggest that the ADKAR model may serve not only as an educational management tool but also as an effective psychological framework for supporting students' adaptation and sustainable learning in wartime realities.