CONCEPTUAL PEDAGOGICAL SYNTHESIS OF ADDICTIVE BEHAVIOUR IN THE CONTEXT OF SOCIETAL CHANGE
DOI:
https://doi.org/10.32782/2956-333X/2025-4-2Keywords:
Addictive behaviour; Conceptual pedagogical synthesis; Resilience; School climate; Relational pedagogy; Self-regulation; Critical thinking; Digital culture; Ecological modelAbstract
The aim of this theoretical and analytical article is to present a proposal for a conceptual pedagogical synthesis addressing addictive behaviour among students in the context of contemporary societal change. The article is grounded in the assumption that behavioural forms of addiction are increasingly affecting the educational environment and influencing both learning processes and the psychosocial stability of students. Methodologically, the study is based on an integrative literature synthesis of pedagogical, psychological, and socio-cultural approaches. The outcome is a theoretically grounded model that conceptualises school climate and the quality of the relational environment as a structural conditioning factor determining the effectiveness of key psychological mechanisms – particularly self-regulation and critical thinking – which function as mediating processes in the development of student resilience. The article contributes to a deeper understanding of the role of schools as systems capable of purposefully reducing vulnerability to addictive behaviour through relational pedagogy, the development of cognitive regulatory capacities, and the systematic reflection of digital and societal determinants.
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