ROLE OF ADVERSITY QUOTIENT IN PROMOTING RESILIENCE AND CLASSROOM ENGAGEMENT AMONG STUDENTS

Abstract

Learning as empowerment to tackle complex issues will lead us beyond treating access to education as a goal in itself or as a means to achieve other objectives, such as Sustainable Development Goal 4 (SDG 4), which aims to provide inclusive and equitable quality education for all. Chapter Two focuses on the Adversity Quotient (AQ) as an essential influence on student resilience and classroom engagement, defined as an individual’s perceived and actual ability to deal with and overcome adversity. Framed by a Human Rights-Based Approach (HRBA) to education, the research contends that the development of high AQ is necessary for students to fully exercise their right to education, particularly in marginalized or high-stress environments. In this way, this chapter shows how practices aimed at increasing resilience can move the act of simply being in a classroom from passive to active participation by considering the four dimensions of AQ (Control, Origin, Reach, and Endurance). It also asserts the need to develop AQ as a pedagogical necessity for sustainable development, as it equips future generations with the cognitive and emotional tools to build resilient and peaceful societies. The chapter concludes with practical recommendations for teachers and policymakers to foster the development of AQ in curricula, while acknowledging the dignity and potential of each learner.