SOCIAL-EMOTIONAL EDUCATION AS AN INNOVATIVE PEDAGOGICAL PHENOMENON
Downloads
Objective: To analyze the distinctive characteristics, pedagogical significance, and implementation conditions of social-emotional education, as well as to identify the essential knowledge, skills, and competencies it cultivates in students. Method: A comprehensive literature review and analysis of empirical studies were conducted to synthesize current theoretical frameworks and practical approaches in the field. Results: The findings indicate that social-emotional education enhances individual well-being and fosters societal cohesion by promoting interpersonal competencies and academic success, thereby affirming its critical role in modern education. Novelty: This work provides a novel integration of theoretical insights and empirical evidence, offering a robust framework that informs educators, policymakers, and researchers on effectively incorporating social-emotional learning into diverse educational contexts.
M. Tanase, “Addressing challenging behaviours in urban high school classrooms through building relationships with students,” Educ Stud, vol. 47, no. 3, pp. 312–327, Dec. 2019, doi: 10.1080/03055698.2019.1701992.
B. M. Khakimova, “SOCIAL EMOTIONAL LEARNING (SEL) AND ITS ROLE IN THE SELF-DEVELOPMENT OF TEENAGERS: GENDER APPROACH,” Current Research Journal of Pedagogics, vol. 5, no. 12, pp. 55–59, Dec. 2024, doi: 10.37547/pedagogics-crjp-05-12-11.
Y. Wang, “Impact of Social Emotional Intelligence on Students’ Interpersonal Relationships and Academic Development,” Journal of Education and Educational Research, vol. 5, no. 2, pp. 122–126, Sep. 2023, doi: 10.54097/jeer.v5i2.12552.
M. Gruslyte, “TRANSFORMATIVE EDUCATION THROUGH SERVICE-LEARNING AS A PEDAGOGICAL INNOVATION TO DEVELOP UNIVERSITY STUDENTS’ COMPETENCIES IN CRITICAL SOCIAL WORK,” in INTED2022 Proceedings, in INTED2022, vol. 1. IATED, Mar. 2022, pp. 9778–9783. doi: 10.21125/inted.2022.2578.
J. Liew and T. L. Spinrad, “Emotional Self-Regulation Processes as Foundation for Social-Emotional Competencies and Whole-Child School Success,” May 2022, Routledge. doi: 10.4324/9781138609877-ree108-1.
Y. T. Akhmedovna, “Develop Students’ Knowledge, Skills and Competencies in the Context of Logical Essays,” International Journal of Early Childhood Special Education, vol. 14, no. 1, pp. 26–30, Mar. 2022, doi: 10.9756/int-jecse/v14i1.221004.
H. Thi Nga and P. Thi Anh Hong, “TEACHING INTEGRATED TOPICS TO DEVELOP THE ABILITY TO APPLY KNOWLEDGE AND SKILLS FOR EARLY PRIMARY SCHOOL STUDENTS,” Journal of Science Educational Science, pp. 179–190, Dec. 2024, doi: 10.18173/2354-1075.2024-0146.
J. yong Lee, J. sup Choi, and S. hee Park, “Development of Empathy 6-step Program for Elementary School Students to Increase Character Core Competency,” Korean Educational Research Association, vol. 56, no. 1, pp. 107–132, Mar. 2018, doi: 10.30916/kera.56.1.107.
O. Elkin, “SOCIO-EMOTIONAL LEARNING AS AN ESSENTIAL MECHANISM OF DEVELOPING SOFT SKILLS IN STUDENTS: MODERN CHALLENGES AND UKRAINIAN EXPERIENCE,” Social work and social education, no. 1(10), pp. 42–56, May 2023, doi: 10.31499/2618-0715.1(10).2023.281654.
E. Suchman, “Encouraging Microbiology Students To Think Like Scientists: Instead of urging students to memorize new materials, teach them to understand concepts fully and then put them to use,” Microbe Magazine, vol. 10, no. 2, pp. 68–72, Feb. 2015, doi: 10.1128/microbe.10.68.1.
A. Kelly, “Social skills,” in Social Skills, Routledge, 2018, pp. 1–13. doi: 10.4324/9781315173405-1.
U. Ngozi T and O. Uchechukwu Mary P, “Knowledge - Use of Technology and Teachers’ Professional Development as Correlates of Successful Intelligence among Students with Physio - Emotional Disability,” International Journal of Science and Research (IJSR), vol. 10, no. 9, pp. 1453–1459, Sep. 2021, doi: 10.21275/sr21801071344.
M. Al-Hendawi, “Academic engagement of students with emotional and behavioral disorders: existing research, issues, and future directions,” Emotional and Behavioural Difficulties, vol. 17, no. 2, pp. 125–141, Jun. 2012, doi: 10.1080/13632752.2012.672861.
Copyright (c) 2025 R.G Safarova
This work is licensed under a Creative Commons Attribution 4.0 International License.
