DESTRUCTIVE CONFLICTS AND THEIR ROLE IN THE SPREAD OF BULLYING AMONG STUDENT YOUTH IN THE CONTEXT OF SOCIETAL TRANSFORMATIONS

Abstract

The article provides a theoretical analysis of destructive conflicts as a leading factor in the spread of bullying among university students in the context of social transformations caused by martial law in Ukraine. It substantiates that increased psycho-emotional tension, accumulated traumatic experience, social frustration, forced displacement of the population, and the disruption of stable social ties significantly intensify the level of conflict in interpersonal interactions within the student environment, contributing to the transformation of destructive conflicts into systematic forms of violent behavior, including bullying. Particular attention is paid to the fact that under conditions of combined face-to-face, distance, and blended learning formats, destructive conflicts increasingly acquire latent and digital forms, which complicates their timely identification, documentation, and effective prevention. The article analyzes socio-pedagogical risks of conflict escalation into bullying, including the influence of group dynamics, power imbalance, violations of communication norms, and an overall decline in conflict culture within student collectives. The purpose of the article is to theoretically substantiate the role of destructive conflicts in the mechanisms of bullying dissemination among university students, as well as to identify socio-pedagogical opportunities and preventive strategies in higher education institutions under conditions of martial law. The study outlines key directions of socio-pedagogical prevention aimed at preventing the transformation of destructive conflicts into bullying, including the development of non-violent communication and constructive conflict resolution skills, the implementation of restorative practices and trauma-informed approaches, strengthening the role of student self-governance bodies, fostering a culture of zero tolerance for violence and aggression in the university environment, and integrating psychological support and resilience-building into the educational process.