ОБРАЗОВАТЕЛНИ ПОЛИТИКИ ЗА СОЦИАЛНО ЕМОЦИОНАЛНО УЧЕНЕ: ГЛОБАЛНИ РАМКИ И ПЕДАГОГИЧЕСКИ ИЗМЕРЕНИЯ
EDUCATIONAL POLICIES FOR SOCIAL-EMOTIONAL LEARNING: GLOBAL FRAMEWORKS AND PEDAGOGICAL DIMENSIONS

Summary/Abstract: The contemporary educational environment increasingly emphasizes the importance of social emotional learning as a key component of quality education and student wellbeing. The present study analyzes global frameworks for social emotional learning and their pedagogical implications for the development of emotionally supportive educational environments. The research is based on theoretical and comparative analysis of international educational policies and scientific publications related to social emotional learning and school climate. The findings show that social emotional learning should be understood not only as a curriculum component, but also as a characteristic of the educational environment. Special attention is paid to school climate, teacher student relationships, emotional safety and institutional support as factors influencing students’ wellbeing and social adaptation. The study also examines the Bulgarian educational context and proposes a model of an emotionally supportive educational environment based on emotional climate, social interaction and pedagogical support. The conclusions emphasize the need for sustainable educational policies and long term institutional commitment to social emotional learning.

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