This study examined how the context of a territory with overtourism on the one hand, and on the other hand in a post-Olympiad situation, which became a boost to the development of the territory affects the school as an organisation. The example of the city of Sochi, Russian Federation was used as the object of research as it presents a unique combination of all studied contexts.
A wide range of different contexts can be noticed in literature in which researchers are trying to look at the educational experience of students, especially in European studies. Over the past 5 years, a number of works were published devoted to the study of educational trajectories of children in coastal areas of Great Britain (Keating A., Benchekroun R. et.el, 2024; Gecsoyler, S., 2023), life trajectories of families in Sweden (Malmberg B., Andersson E. K., 2022), as well as a number of works assessing the legacy of the Olympiads as factors in regional development (Feller, R., Turick, R. M., Walker, K. B., & Downs, B. J., 2024; Gidon Jakar G., Philippou C., 2025).
Qualitative data were collected by authors themselves and students of Higher School of Economics during the expedition in 2024 - 10 years after the end of the Winter Olympiad in Sochi, which allows us to assess the social impact of these events. The theoretical framework of the study was the open-system approach (Fred C. Lunenburg, 2010; Gurr, D., Drysdale, L. and Goode, H., 2022), which examines how contextual factors affect school input and output, as well as processes and structures.
The aim of the study is to explore how the context of schoolwork, such factors as high tourist flow, uneven labor market, high level of mobility of families and teachers, natural environment and climate, are interconnected with the school as an organization from the point of view of students, teachers and school administration. The research questions are:
How do teachers, students and school administration assess the influence of the contextual factors studied on their practices?
How is the contextual specificity of a resort city reflected in the educational process, educational content, students' educational experience, and their subsequent choices of educational trajectories?
How do school leaders reflect on "why", "how" and "what" of their actions to achieve results, considering identified context?

Methods: We employed a qualitative methodology design using thematic analysis (Braun & Clarke, 2006; Creswell & Poth, 2018) to explore the attitude and practices of respondentsconcerning various factors. The interview guide contained several blocks and differed depending on the respondents (students, teachers, school administration). These blocks included questions about general information regarding the respondents (whether they are locals or relocants), characteristics of the school community and its connections with environmental resources and high-tourist level, education practices, graduates’ trajectories, partners and etc.). Recruitment: Purposive sampling was used to select schools in order to capture the variety of educational practices of one of the longest cities in the world (145 km.). Format of expedition allowed not only for questioning the respondents but also for mapping the territory. Participants Participants included students, teachers, and administration teams from seven schools located in both rural and urban districts of Sochi, each with varying levels of touristic congestion. Interviews with students were organized in a format of group (5-7 children). Ultimately, we collected 20 interviews with teachers, 21 with school administration and 26 with students. All data were analyzed by the authors using a six-phase thematic analysis method (Braun & Clarke, 2006), which includes the following: familiarization with data corpus, b) code generation these development, c) theme development, d) theme revision, e) theme organisation, and f) reporting.

The initial analysis revealed that all the identified factors are reflected in the respondents' answers. The unique characteristics of the resort city play a significant role in shaping the educational process. This includes the early involvement of children in the tourism and hospitality industries, starting as young as 12 years old. The local population consists of various family categories: those who lived in Sochi before the Olympics, families who arrived during the Olympics and chose to stay, and those who come for short-term residencies of 1-2 years. The fluidity creates some inequalityamong educational organizations regarding their student populations, necessitating schools to implement practices that facilitate the rapid adaptation of newcomers. Additionally, the climate and comfortable encourage implementing practices of nature-based education and the participation of children and students in eco-volunteering. At the upcoming conference we are going to present the final results of the linkage analysis along with educational practices that can be adapted to similar contexts in European and other cities with high-tourism areas, post-Olympic legacy or coastal environments.

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