Mapping psychosocial capital, commitment, and crisis self efficacy for improving VUCA e-learning environment

In today's evolving educational environment, teachers are shouldering ever-mounting responsibilities, particularly due to transformative factors such as the challenges posed by e-learning. This transition has also magnified existing disparities in access to educational resources, further intensifying the burdens borne by teachers, ultimately influencing their dedication and emotional well-being. These transformations have a profound impact on teachers' commitment and overall morale. The acronym VUCA, which stands for Volatility, Uncertainty, Complexity, and Ambiguity, aptly characterizes these intricate challenges that have been thrust into the spotlight by the COVID-19 pandemic. The current study aims to build a framework upon a comprehensive review of empirical and theoretical research and seeks to stimulate further discussions and investigations into exploring VUCA's Impact on teachers' psychosocial capital, crisis self-efficacy, and work commitment. The current study contributes to the global endeavor to attain these vital sustainability objectives by underscoring the imperative of aligning educational strategies with the United Nations Sustainable Development Goals (SDGs), particularly Quality Education (SDG 4) and Well-being (SDG 3).

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