RISK MANAGEMENT IN GENERAL SECONDARY EDUCATION INSTITUTIONS UNDER TRANSFORMATIONAL PROCESSES: MANAGERIAL ASPECT

Abstract

Ukraine’s education system is experiencing profound transformations driven by decentralization, European integration, and external threats, creating unprecedented challenges for general secondary education institutions (GSEIs). This article examines risk management as a critical instrument of strategic governance in such institutions under conditions of instability. It substantiates the necessity of integrating risk management models into the internal quality assurance system (IQAS) to enhance institutional resilience, maintain continuity of the educational process, and ensure adaptability to crisis situations. Based on case studies from the Odesa region, the research develops a comprehensive risk matrix that groups threats— infrastructural, staffing, digital, psycho-emotional, organizational, social, and financial—by probability and impact, alongside targeted response strategies in line with ISO 31000 principles. The study identifies and analyses eight conceptual approaches to educational risk management, highlighting the strategic-adaptive model as most effective in uncertain environments due to its proactive planning and integration of flexible governance mechanisms. The proposed methodology encompasses systematic risk identification, formulation of managerial strategies, ongoing monitoring, and fostering a culture of responsible risk perception among educational stakeholders. Special attention is paid to the role of scenario planning, resource optimization, crisis preparedness, and digital transformation in strengthening educational systems. The developed risk matrix functions both as an analytical tool and as a framework for strategic decision-making, allowing schools to anticipate threats, mitigate potential damage, and exploit opportunities for institutional development. Conclusions emphasize that risk management must become an integral component of school governance, particularly in contexts of instability, serving as a foundation for sustainable quality assurance and competitiveness in education. The proposed approach has practical significance for policymakers and educational leaders seeking to build robust, adaptive, and future-oriented governance systems in GSEIs.