Interdisciplinary approach to conflict resolution in the educational environment: integration of legal and psychological mechanisms

Purpose – This study evaluates an interdisciplinary framework integrating legal boundaries with psychological methodologies to resolve interpersonal conflicts in higher education. It introduces the Integrated Restorative Mediation Protocol (IRMP), merging the contractual enforceability of Ukrainian mediation law with restorative and cognitive-behavioral techniques. Design/methodology/approach – Utilizing a Concurrent Mixed-Methods Quasi-Experimental Design, the study tracked N = 134 conflict cases during the 2025/2026 academic year at the Interregional Academy of Personnel Management (Kyiv, Ukraine). Cases were allocated to an Experimental Group (IRMP; n1 = 71) or a Control Group (traditional administrative resolution; n2 = 63). Findings – Quantitative analyses indicate a significant reduction in conflict recurrence in the IRMP group (7.0% vs. 23.8% in control; χ2(1, N=134) = 7.64, p = 0.006). ANCOVA models adjusted for baseline hostility revealed a significant main effect on post-test psychological safety: F(1, 131) = 14.82, p < 0.001, partial η2 = 0.28. Practical implications – The study provides actionable directives for university administrators and HR personnel to establish institutional mediation hubs, standardize restorative-legal protocols, and create legally binding agreements that prevent grievance relapses and protect departmental psychological safety. Originality/value – The IRMP bridges alternative dispute resolution and legal psychology, providing a replicable, legally binding, and emotionally protective model for academic conflict management.