Educational Innovation as A Non-Conventional Form of Support for Students Returning to Stationary Education After the SARS-CoV -2 Virus Pandemic

The article addresses issues related to educational innovations. It was emphasized that they are a response to the real, current needs of a given institution or educational system and allow, among others, to solve current problems, improve learning outcomes, shape new cultural competencies or personal traits of a young person. It also presented the author’s proposal for innovative activities to support students in returning to stationary education after the SARS-CoV-2 virus pandemic. The phenomenon of the SARS-CoV-2 virus, which causes the COVID-19 disease, has caused everyone to experience difficult emotions and problems typical of crisis situations. As a state of disorganization, crisis causes feelings of anxiety, shock, anger, and rage, possibly resulting in serious behavioural disorders. Underlying the creation of innovative activities under was a concern for the return to a healthy, happy life of the pupils, i.e., for their well-being, which is one of the most important resources shaping human existence. Given the ongoing health risks, as well as the negative effects of the pandemic on the mental, physical, and social well-being of individuals, a holistic approach was needed to rebalance the challenges faced by the individual with the internal and external resources at their disposal. The description of the innovative activities includes the motivation for introducing the pedagogical innovation, general assumptions, objectives (primary objective: developing students’ mental, social, and physical well-being), methods (knowledge assimilation methods, self-directed learning methods, valorisation methods, practical methods), and forms of work, thematic modules, implementation and realization of tasks, subject of classes, expected achievements, evaluation.