Mornar, Mirta and Matić Bojić, Jelena and Odak, Iva and Eliasson, Nina and Gøtzsche, Katinka and Jurko, Lana and Kozina, Ana and Ojsteršek, Aleš and Sälzer, Christine and Veldin, Manja and Vieluf, Svenja (2020) Students’ social, emotional and intercultural competencies and their development in school settings. Šolsko polje, 31 (3-4). pp. 115-137. ISSN 1581-6036 (Print), 1581-6044 (Online), 1581-6052 (CD)
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Abstract
IN ENGLISH: Over the last few decades, there has been a significant rise in the number of programmes aimed at developing students’ social, emotional and intercultural competencies. This has coincided with growing recognition of the role that schools have to play in fostering not only the cognitive, but also the social and emotional development of their students. Despite targeting separate competencies, there seem to be many similarities in approaches to students’ social and emotional learning (SEL) as well as developing intercultural skills, presenting a rationale for their integration and conceptualisation on the social, emotional and intercultural (SEI) level. The myriad of different SEI programmes provides an arsenal of useful tools for school-based SEI learning. However, choosing which programme to use, considering how to implement it and determining whether it will be effective can be quite overwhelming. Existing approaches aimed at teaching SEI competencies vary greatly depending on the programme, as does the content of the programme and its design. In this paper, we seek to tackle the question of how SEI competencies are taught, with particular emphasis on the content and theoretical or conceptual background of existing interventions, together with their methodological and organisational aspects. We also explore whether and how the evaluation of existing programmes has been conducted, the most important results and the aspects of implementation which are key to fostering the development of SEI competencies in educational contexts. This paper presents an overview of relevant aspects worth acknowledging while developing and implementing SEI programmes, and which might prove especially useful when programmes are conceptualised within the overall SEI (instead of the more often used SEL) learning framework. Given the importance of SEI competencies for the overall well-being of students (and hence their parents and school staff), we encourage researchers and practitioners to build upon these insights while developing and implementing comprehensive SEI programmes. --------------- IN CROATIAN: Tijekom posljednjih nekoliko desetljeća zabilježen je značajan porast broja programa usmjerenih na razvoj socijalnih, emocionalnih i interkulturnih kompetencija učenika. S porastom broja programa raste i svijest o važnosti uloge škole u poticanju ne samo kognitivnog, već i socijalnog i emocionalnog razvoja učenika. Unatoč usmjeravanju na različite kompetencije, čini se da postoji mnogo sličnosti u pristupima socijalnom i emocionalnom učenju učenika (SEL) i razvoju interkulturnih vještina, što predstavlja temelj za njihovu integraciju i konceptualizaciju na socijalnoj, emocionalnoj i interkulturnoj (SEI) razini. Velik broj različitih SEI programa nudi mnogo korisnih alata za poučavanje SEI kompetencija u školi. Međutim, odabir programa koji će se koristiti, razmatranje načina njegove implementacije i utvrđivanje njegove učinkovitosti može biti poprilično zahtjevan posao. Postojeći pristupi usmjereni na poučavanje SEI kompetencija, sadržaj programa i njegov dizajn uvelike se razlikuju ovisno o programu. Cilj ovog rada je provjeriti na koji se način poučavaju SEI kompetencije, s posebnim naglaskom na sadržaj i teorijsku ili konceptualnu pozadinu postojećih intervencija te njihove metodološke i organizacijske aspekte. Također se istražuje je li i na koji način provedena evaluacija postojećih programa, koji su najvažniji rezultati, te koji su aspekti provedbe ključni za poticanje razvoja SEI kompetencija u obrazovnom kontekstu. Ovaj rad predstavlja pregled relevantnih aspekata koje vrijedi razmotriti tijekom razvoja i provedbe SEI programa, a koji mogu biti posebno korisni kada se programi konceptualiziraju unutar SEI (umjesto češće korištenog SEL) okvira učenja. S obzirom na važnost SEI kompetencija za dobrobit učenika (a time i za dobrobit njihovih roditelja i školskog osoblja), potičemo istraživače i praktičare da koriste ove uvide prilikom razvoja i implementacije sveobuhvatnih SEI programa.
| Item Type: | Article |
|---|---|
| Additional Information: | Language: English. - Title in Croatian: Učeničke socio-emocionalne i interkulturne kompetencije i njihov razvoj u obrazovnom kontekstu. |
| Uncontrolled Keywords: | Social and emotional competencies, intercultural competencies, intervention programme, education (socio-emocionalne kompetencije, interkulturne kompetencije, intervencijski program, obrazovanje) |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > HM Sociology L Education > L Education (General) |
| Depositing User: | Karolina |
| Date Deposited: | 05 Jan 2021 12:30 |
| Last Modified: | 11 Jan 2021 13:43 |
| URI: | http://idiprints.knjiznica.idi.hr/id/eprint/921 |
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