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Psychological-Educational Studies
2026. Vol. 18, no. 1, 69–84
doi:10.17759/psyedu.202610103
ISSN: 2587-6139 (online)

Conflict competence of teachers in the digital educational environment: foreign experience and its applicability in the context of Russian research

 
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Abstract

Context and relevance. The digitalization of education transforms the forms of interaction between teachers and students, increasing the risks of conflict situations. In foreign academic literature, there is no unified theoretical approach to the study of teachers’ conflict competence in the digital educational environment, which highlights the need for systematization of knowledge and identification of applicable practices. Objective. The aim is to analyze foreign approaches to understanding teachers’ conflict competence in the digital educational environment and to determine their applicability within the context of Russian research. Hypothesis. Contemporary foreign research has not developed a unified theoretical framework for conflict competence in the digital educational environment. Studies in this area are fragmented and unsystematic, and the terminology related to this issue remains insufficiently elaborated and specified, which requires adaptation when applied in Russian scientific practice. Methods and materials. A bibliometric analysis (including the number of publications, authorship, affiliation, keywords, and other metrics) of English-language scientific publications from 2020 to 2024 was conducted. Results. The analysis revealed that in foreign studies, conflict competence is most often considered as a component of emotional and communicative competence. Primary attention is given to practical conflict resolution strategies, digital mediation practices, as well as individual and cross-cultural determinants of conflict behavior. The presented models and approaches can be integrated into Russian research and educational programs. Conclusions. Foreign experience can be productively used to expand the methodological tools and frameworks of Russian studies on teachers’ conflict competence, particularly in terms of practice-oriented solutions and the development of soft skills within the digital educational environment.

General Information

Keywords: conflict competence, digital educational environment, conflict management, teaching activity, bibliometric analysis

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.202610103

Received 21.03.2025

Revised 11.02.2026

Accepted

Published

For citation: Kashapov, M.M., Bakhvalova, O.A. (2026). Conflict competence of teachers in the digital educational environment: foreign experience and its applicability in the context of Russian research. Psychological-Educational Studies, 18(1), 69–84. (In Russ.). https://doi.org/10.17759/psyedu.202610103

© Kashapov M.M., Bakhvalova O.A., 2026

License: CC BY-NC 4.0

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Information About the Authors

Mergalyas M. Kashapov, Doctor of Psychology, Professor, Professor of the Department of Educational Psychology and Pedagogy, Head of the Laboratory of Professional and Personal Development, Demidov Yaroslavl State University, Executive Director of the Yaroslavl Regional Branch of the Russian Political Society, Yaroslavl, Russian Federation, ORCID: https://orcid.org/0000-0003-1968-090X, e-mail: smk007@bk.ru

Olga A. Bakhvalova, Candidate of Science (Psychology), Associate Professor, Lecturer, Moscow Academic College, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0008-1598-4141, e-mail: oashl@mail.ru

Contribution of the authors

Mergalyas M. Kashapov — development of the theoretical foundation of the study; annotation, writing, and formatting of the manuscript; research planning; analysis and interpretation of results; supervision of the study.

Olga A. Bakhvalova — application of methods for data analysis; data collection and analysis; visualization of research results; analysis and interpretation of results.

All authors participated in the discussion of the results and approved the final version of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

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