FROM INFORMATION TO INTEGRATION: INTEGRATIVE CAPACITY AND EDUCATIONAL TRANSFORMATION IN CONTEMPORARY UKRAINE IN THE CONTEXT OF COLLECTIVE TRAUMA, ARTIFICIAL INTELLIGENCE, AND SOCIAL CHANGE
DOI:
https://doi.org/10.32782/academ-ped.psyh-2026-10.03Keywords:
educational transformation, integrative capacity, symbolic acceleration, collective trauma, KINERGIA framework, integrative perception, UkraineAbstract
Purpose. This paper argues that the dominant model of education, which assumes that access to information produces developmental change, is no longer adequate under conditions of collective trauma, symbolic acceleration, and AI-driven informational transformation. The paper introduces Integrative Capacity (IC) as a central developmental construct and proposes a reconceptualization of educational purpose: from information delivery to the cultivation of integration. Methodology. The paper employs theoretical-conceptual analysis, drawing on developmental psychology, clinical neuropsychology, and educational theory. The KINERGIA framework, a multi-level analytical model operating across intrapersonal, interpersonal, and collective domains, is applied as a theoretical architecture for understanding and addressing this challenge. Scientific novelty. To the author's knowledge, Integrative Capacity as formulated here – modeling coordination across three simultaneous substrates (biological regulation, symbolic meaning, relational consciousness) and three systemic levels (intrapersonal, interpersonal, collective) – has not been explicitly formulated in the existing educational literature in this form. Its educational manifestation, Integrative Perception, is introduced as an observable and assessable indicator of IC development in educational practitioners. Conclusions. The paper demonstrates that educational transformation in Ukraine requires not only resources and training, but a reconceptualization of educational purpose itself: from knowledge transmission to the cultivation of Integrative Capacity across all three levels – nervous system regulation, relational attunement, and collective meaning-making. Implications for Ukrainian education during wartime reconstruction are discussed
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