BUILDING TEACHERS’ SOCIO-EMOTIONAL COMPETENCE TO CREATE A SAFE LANGUAGE ENVIRONMENT IN HIGHER SCHOOL
Resumo
The aim of the study was to determine the effectiveness of social and emotional learning (SEL) strategies in the training of foreign language teachers, as well as to analyse the level of their SEC. The research employed theoretical and methodological analysis, content analysis of the curricula of five leading departments, as well as a questionnaire survey of 38 teachers from different regions of Ukraine. Considerable attention was paid to the use of digital tools (Jamboard, Padlet, Quizlet, podcasts), which were integrated into curricula to support students’ emotional engagement. The results showed that SEL strategies, in particular the Emotional Thermometer, Pause for Reflection, and Empathetic Restatement, were used weekly by 65%, 58%, and 50% of the surveyed teachers, respectively, demonstrating a high potential for adaptation in multilingual courses while preserving their didactic essence. The practical value of the study is the recommendations for unifying approaches to SEL and implementing digital resources to improve foreign language teaching methods.
Referências
ALGAN, Yan; HUILLERY, Elise. Socio-emotional skills and the future of education. Annual Review of Economics, v. 17, 2025. https://doi.org/10.1146/annurev-economics-081624-080702
ALONSO-RODRÍGUEZ, Isabel et al. Restorative practices in reducing school violence: A systematic review of positive impacts on emotional wellbeing. Frontiers in Education, v. 10, 1520137, 2025, https://doi.org/10.3389/feduc.2025.1520137
AMADORI, A., et al. Systematic review of intervention and prevention programs to tackle homophobic bullying at school: A socio-emotional learning skills perspective. International Journal of Bullying Prevention, p. 1–17, 2023. https://doi.org/10.1007/s42380-023-00198-2
DUSSAULT, Mickayla; THOMPSON, Robert B. Fundamental themes in social–emotional learning: A theoretical framework for inclusivity. International Journal of Environmental Research and Public Health, v. 21, no. 4, 506, 2024. https://doi.org/10.3390/ijerph21040506
EUROPEAN COMMISSION. Code of conduct for researchers of the European Commission, 2020. Available at: https://zakon.rada.gov.ua/laws/show/984_029-13#Text
GDPR.ORG.UA. Official general data protection regulation, 2023-2024. Available at https://www.gdpr.org.ua/
GEBRE, Zerihun A.; DEMISSIE, Mesfin M.; YIMER, Berhanu M. The impact of teacher socio-emotional competence on student engagement: A meta-analysis. Frontiers in Psychology, v. 16, 1526371, 2025. https://doi.org/10.3389/fpsyg.2025.1526371
GIMBERT, Belinda G., et al. Social emotional learning in schools: The importance of educator competence. Journal of Research on Leadership Education, v. 18, no. 1, p. 3–39, 2023. https://doi.org/10.1177/19427751211014920
GOLEMAN, Daniel. About emotions and intelligence. Podcast with Daniel Goleman [Video]. YouTube, 2020. Available at: https://www.youtube.com/watch?v=2RlqRmVQt9w
GÜÇLÜ-AYDOĞAN, Merve; MORGÜL, Ebru; BULUT, Sefa. Exploring the relationship between social–emotional learning and cyberbullying: A comprehensive narrative review. Open Education Studies, v. 7, no. 1, 20250074, 2025. https://doi.org/10.1515/edu-2025-0074
HON, Deirdre, et al. Oregon’s journey creating social and emotional learning standards for educator preparation programs. Social and Emotional Learning: Research, Practice, and Policy, v. 4, 100054, 2024. https://doi.org/10.1016/j.sel.2024.100054
HOREN, Neal M., et al. Infant and early childhood mental health (IECMH) and early childhood intervention: Intentional integration. International Journal of Environmental Research and Public Health, v. 21, no. 7, 870, 2024. https://doi.org/10.3390/ijerph21070870
HRONA, Nataliia V.; KHOMYCH, Tetiana L. Workshop on methods of teaching the Ukrainian language in institutions of secondary, vocational higher and higher education [Study guide for master's students 014.01 Secondary education (Ukrainian language and literature)]. Chernihiv: NUCHK named after Taras Shevchenko, 2024. Available at: https://epub.chnpu.edu.ua/jspui/handle/123456789/10456
IBARRA, Blanca N. Understanding SEL to create a sense of belonging: The role teachers play in addressing students’ social and emotional well-being. Current Issues in Education, v. 23, n. 2, 2022. https://doi.org/10.14507/cie.vol23iss2.2049
KONISHI, Chiaki; VARGAS-MADRIZ, Luis F.; TESOLIN, Julia. Fostering equity, diversity, and inclusion through social-emotional learning: The role of digital technologies. Journal of Research on Technology in Education, p. 1–13, 2025. https://doi.org/10.1080/15391523.2025.2455054
KYIV NATIONAL LINGUISTIC UNIVERSITY. Work programmes of the disciplines “Methods of teaching English / German / French / Spanish in general secondary education” at the bachelor's and master's levels, n.d. Available at: http://pedagogy.methods.knlu.edu.ua/events/programs/
KYIV NATIONAL LINGUISTIC UNIVERSITY. Technologies and means of forming social–emotional and ethical competence in academic settings [Analytical review], 2024. Available at: https://rep.knlu.edu.ua/xmlui/bitstream/handle/787878787/7688/309796-.pdf?sequence=1
LOZANO-PENA, Gissela, et al. Teachers’ social–emotional competence: History, concept, models, instruments, and recommendations for educational quality. Sustainability, v. 13, n. 21, 12142, 2021. https://doi.org/10.3390/su132112142
MAIN, Katherine, et al. The importance of social and emotional skills during adolescence to promote a positive social identity: A systematic literature review and reflection using Bronfenbrenner’s bioecological theory. Education Sciences, v. 15, no. 2, 258, 2025. https://doi.org/10.3390/educsci15020258
MARINDA, Sri M., et al. Implementing SEL programs to enhance academic and socio-emotional competencies in elementary schools: A systematic literature review. Khazanah Pendidikan Islam, v. 7, n. 1, p. 90–105, 2025. Available at: https://journal.uinsgd.ac.id/index.php/kp/article/view/45653
MIAN, Noor U. A., et al. Empowering minds: The role of social intelligence in reducing anxiety and building resilience among secondary school students in District Swat, Khyber Pakhtunkhwa. Review Journal of Social Psychology & Social Works, v. 3, no. 2, p. 1180–1195, 2025. Available at: https://socialworksreview.com/index.php/Journal/article/view/274/319
MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE. (2023). Order No. 1111 “On approval of standardised professional development programmes for teachers”, 2023. Available at: https://mon.gov.ua/npa/pro-zatverdzhennya-tipovih-program-pidvishennya-kvalifikaciyi-pedagogichnih-pracivnikiv
MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE. Professional Standard of a Teacher in a General Secondary Education Institution, 2024. Available a: https://mon.gov.ua/news/informatsiine-povidomlennia
MOLINA-MORENO, Pablo, et al. Analysis of personal competences in teachers: A systematic review. Frontiers in Education, v. 9, p. 1433908, 2024. https://doi.org/10.3389/feduc.2024.1433908
NANNINGS, Marianne, et al. Social–emotional and educational needs of higher education students with high abilities: A systematic review. Behavioral Sciences, v. 15, no. 6, 819, 2025. https://doi.org/10.3390/bs15060819
T.H. SHEVCHENKO NATIONAL UNIVERSITY “CHERNIHIV COLEHIUM”. Home page, n.d. Available at: http://chnpu.edu.ua/
NILFYR, Katarina; EWE, Linda P. Thriving children’s emotional self-regulation in preschool: A systematic review discussed from an interactionist perspective. Education Sciences, v. 15, no. 2, 137, 2025. https://doi.org/10.3390/educsci15020137
PALMQUIST, Adam; SIGURDARDOTTIR, Helga D. I.; MYHRE, Hege. Exploring interfaces and implications for integrating social-emotional competencies into AI literacy for education: A narrative review. Journal of Computers in Education, p. 1–37, 2025. https://doi.org/10.1007/s40692-025-00354-1
PENITENTIARY ACADEMY OF UKRAINE, DEPARTMENT OF FOREIGN LANGUAGES. (n.d.). Foreign language for professional purposes (Legal English, Public Administration) [Academic discipline]. Available at: https://pau.edu.ua/department-of-foreign-languages/
PENITENTIARY ACADEMY OF UKRAINE. (n.d.). Home page. Available at: https://pau.edu.ua/
SAVINA, Elena; FULTON, Caroline; BEATON, Christina. Teacher emotional competence: A conceptual model. Educational Psychology Review, v. 37, n. 2, p. 1–34, 2025. https://doi.org/10.1007/s10648-025-10018-2
SQE (2025). National report on the results of the International study of socio-emotional skills (ISES) in Ukraine (2022-2024). Vol. 2: Educational environment and SE skills of students, 2025. Available at: https://sqe.gov.ua/wp-content/uploads/2025/05/naczionalnyj_zvit_dosen-2_12.05.2025.pdf
STEPONAVICIUS, Mycolas, GRESS-WRIGHT, Catharina, & LINZARINI, Adriano. Social and emotional skills (SES): Latest evidence on teachability and impact on life outcomes. OECD Education Working Papers, v. 304, p. 1–136, 2023. Available at: https://www.oecd.org/content/dam/oecd/en/publications/reports/2023/11/social-and-emotional-skills_9a01e852/ba34f086-en.pdf
SUBARDHINI, Meiti; SANTI, Kanya E.; RINDA, Rini H. Child development and social skill formation: A theoretical review and current social phenomena. International Journal of Society Reviews, v. 3, no. 3, p. 202–221, 2025. https://doi.org/10.61387/injoser.v3i3.66
YADATI, Nymisha; THOMAS, Benny; RAJAN, Santhosh K. Promoting equity through teacher practices: A scoping review on transformative social-emotional learning. Issues in Educational Research, v. 35, no. 1, p. 422–441, 2025. Available at: https://www.iier.org.au/iier35/yadati.pdf
ZIEŃA, Liubov Ya.; BORETSKA, Hanna; SWYRYDJUK, Vira P. Professional training of a foreign language and world literature teacher at the second (master’s) level of higher education: Content and structure of the educational program. Foreign Languages, v. 3, p. 5–17, 2024. https://doi.org/10.32589/1817-8510.2024.3.312468
ALONSO-RODRÍGUEZ, Isabel et al. Restorative practices in reducing school violence: A systematic review of positive impacts on emotional wellbeing. Frontiers in Education, v. 10, 1520137, 2025, https://doi.org/10.3389/feduc.2025.1520137
AMADORI, A., et al. Systematic review of intervention and prevention programs to tackle homophobic bullying at school: A socio-emotional learning skills perspective. International Journal of Bullying Prevention, p. 1–17, 2023. https://doi.org/10.1007/s42380-023-00198-2
DUSSAULT, Mickayla; THOMPSON, Robert B. Fundamental themes in social–emotional learning: A theoretical framework for inclusivity. International Journal of Environmental Research and Public Health, v. 21, no. 4, 506, 2024. https://doi.org/10.3390/ijerph21040506
EUROPEAN COMMISSION. Code of conduct for researchers of the European Commission, 2020. Available at: https://zakon.rada.gov.ua/laws/show/984_029-13#Text
GDPR.ORG.UA. Official general data protection regulation, 2023-2024. Available at https://www.gdpr.org.ua/
GEBRE, Zerihun A.; DEMISSIE, Mesfin M.; YIMER, Berhanu M. The impact of teacher socio-emotional competence on student engagement: A meta-analysis. Frontiers in Psychology, v. 16, 1526371, 2025. https://doi.org/10.3389/fpsyg.2025.1526371
GIMBERT, Belinda G., et al. Social emotional learning in schools: The importance of educator competence. Journal of Research on Leadership Education, v. 18, no. 1, p. 3–39, 2023. https://doi.org/10.1177/19427751211014920
GOLEMAN, Daniel. About emotions and intelligence. Podcast with Daniel Goleman [Video]. YouTube, 2020. Available at: https://www.youtube.com/watch?v=2RlqRmVQt9w
GÜÇLÜ-AYDOĞAN, Merve; MORGÜL, Ebru; BULUT, Sefa. Exploring the relationship between social–emotional learning and cyberbullying: A comprehensive narrative review. Open Education Studies, v. 7, no. 1, 20250074, 2025. https://doi.org/10.1515/edu-2025-0074
HON, Deirdre, et al. Oregon’s journey creating social and emotional learning standards for educator preparation programs. Social and Emotional Learning: Research, Practice, and Policy, v. 4, 100054, 2024. https://doi.org/10.1016/j.sel.2024.100054
HOREN, Neal M., et al. Infant and early childhood mental health (IECMH) and early childhood intervention: Intentional integration. International Journal of Environmental Research and Public Health, v. 21, no. 7, 870, 2024. https://doi.org/10.3390/ijerph21070870
HRONA, Nataliia V.; KHOMYCH, Tetiana L. Workshop on methods of teaching the Ukrainian language in institutions of secondary, vocational higher and higher education [Study guide for master's students 014.01 Secondary education (Ukrainian language and literature)]. Chernihiv: NUCHK named after Taras Shevchenko, 2024. Available at: https://epub.chnpu.edu.ua/jspui/handle/123456789/10456
IBARRA, Blanca N. Understanding SEL to create a sense of belonging: The role teachers play in addressing students’ social and emotional well-being. Current Issues in Education, v. 23, n. 2, 2022. https://doi.org/10.14507/cie.vol23iss2.2049
KONISHI, Chiaki; VARGAS-MADRIZ, Luis F.; TESOLIN, Julia. Fostering equity, diversity, and inclusion through social-emotional learning: The role of digital technologies. Journal of Research on Technology in Education, p. 1–13, 2025. https://doi.org/10.1080/15391523.2025.2455054
KYIV NATIONAL LINGUISTIC UNIVERSITY. Work programmes of the disciplines “Methods of teaching English / German / French / Spanish in general secondary education” at the bachelor's and master's levels, n.d. Available at: http://pedagogy.methods.knlu.edu.ua/events/programs/
KYIV NATIONAL LINGUISTIC UNIVERSITY. Technologies and means of forming social–emotional and ethical competence in academic settings [Analytical review], 2024. Available at: https://rep.knlu.edu.ua/xmlui/bitstream/handle/787878787/7688/309796-.pdf?sequence=1
LOZANO-PENA, Gissela, et al. Teachers’ social–emotional competence: History, concept, models, instruments, and recommendations for educational quality. Sustainability, v. 13, n. 21, 12142, 2021. https://doi.org/10.3390/su132112142
MAIN, Katherine, et al. The importance of social and emotional skills during adolescence to promote a positive social identity: A systematic literature review and reflection using Bronfenbrenner’s bioecological theory. Education Sciences, v. 15, no. 2, 258, 2025. https://doi.org/10.3390/educsci15020258
MARINDA, Sri M., et al. Implementing SEL programs to enhance academic and socio-emotional competencies in elementary schools: A systematic literature review. Khazanah Pendidikan Islam, v. 7, n. 1, p. 90–105, 2025. Available at: https://journal.uinsgd.ac.id/index.php/kp/article/view/45653
MIAN, Noor U. A., et al. Empowering minds: The role of social intelligence in reducing anxiety and building resilience among secondary school students in District Swat, Khyber Pakhtunkhwa. Review Journal of Social Psychology & Social Works, v. 3, no. 2, p. 1180–1195, 2025. Available at: https://socialworksreview.com/index.php/Journal/article/view/274/319
MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE. (2023). Order No. 1111 “On approval of standardised professional development programmes for teachers”, 2023. Available at: https://mon.gov.ua/npa/pro-zatverdzhennya-tipovih-program-pidvishennya-kvalifikaciyi-pedagogichnih-pracivnikiv
MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE. Professional Standard of a Teacher in a General Secondary Education Institution, 2024. Available a: https://mon.gov.ua/news/informatsiine-povidomlennia
MOLINA-MORENO, Pablo, et al. Analysis of personal competences in teachers: A systematic review. Frontiers in Education, v. 9, p. 1433908, 2024. https://doi.org/10.3389/feduc.2024.1433908
NANNINGS, Marianne, et al. Social–emotional and educational needs of higher education students with high abilities: A systematic review. Behavioral Sciences, v. 15, no. 6, 819, 2025. https://doi.org/10.3390/bs15060819
T.H. SHEVCHENKO NATIONAL UNIVERSITY “CHERNIHIV COLEHIUM”. Home page, n.d. Available at: http://chnpu.edu.ua/
NILFYR, Katarina; EWE, Linda P. Thriving children’s emotional self-regulation in preschool: A systematic review discussed from an interactionist perspective. Education Sciences, v. 15, no. 2, 137, 2025. https://doi.org/10.3390/educsci15020137
PALMQUIST, Adam; SIGURDARDOTTIR, Helga D. I.; MYHRE, Hege. Exploring interfaces and implications for integrating social-emotional competencies into AI literacy for education: A narrative review. Journal of Computers in Education, p. 1–37, 2025. https://doi.org/10.1007/s40692-025-00354-1
PENITENTIARY ACADEMY OF UKRAINE, DEPARTMENT OF FOREIGN LANGUAGES. (n.d.). Foreign language for professional purposes (Legal English, Public Administration) [Academic discipline]. Available at: https://pau.edu.ua/department-of-foreign-languages/
PENITENTIARY ACADEMY OF UKRAINE. (n.d.). Home page. Available at: https://pau.edu.ua/
SAVINA, Elena; FULTON, Caroline; BEATON, Christina. Teacher emotional competence: A conceptual model. Educational Psychology Review, v. 37, n. 2, p. 1–34, 2025. https://doi.org/10.1007/s10648-025-10018-2
SQE (2025). National report on the results of the International study of socio-emotional skills (ISES) in Ukraine (2022-2024). Vol. 2: Educational environment and SE skills of students, 2025. Available at: https://sqe.gov.ua/wp-content/uploads/2025/05/naczionalnyj_zvit_dosen-2_12.05.2025.pdf
STEPONAVICIUS, Mycolas, GRESS-WRIGHT, Catharina, & LINZARINI, Adriano. Social and emotional skills (SES): Latest evidence on teachability and impact on life outcomes. OECD Education Working Papers, v. 304, p. 1–136, 2023. Available at: https://www.oecd.org/content/dam/oecd/en/publications/reports/2023/11/social-and-emotional-skills_9a01e852/ba34f086-en.pdf
SUBARDHINI, Meiti; SANTI, Kanya E.; RINDA, Rini H. Child development and social skill formation: A theoretical review and current social phenomena. International Journal of Society Reviews, v. 3, no. 3, p. 202–221, 2025. https://doi.org/10.61387/injoser.v3i3.66
YADATI, Nymisha; THOMAS, Benny; RAJAN, Santhosh K. Promoting equity through teacher practices: A scoping review on transformative social-emotional learning. Issues in Educational Research, v. 35, no. 1, p. 422–441, 2025. Available at: https://www.iier.org.au/iier35/yadati.pdf
ZIEŃA, Liubov Ya.; BORETSKA, Hanna; SWYRYDJUK, Vira P. Professional training of a foreign language and world literature teacher at the second (master’s) level of higher education: Content and structure of the educational program. Foreign Languages, v. 3, p. 5–17, 2024. https://doi.org/10.32589/1817-8510.2024.3.312468
Publicado
2026-02-04
Seção
FLUXO CONTÍNUO - Artigos
A submissão de originais para este periódico implica na transferência, pelos autores, dos direitos de publicação impressa e digital. Os direitos autorais para os artigos publicados são do autor, com direitos do periódico sobre a primeira publicação. Os autores somente poderão utilizar os mesmos resultados em outras publicações indicando claramente este periódico como o meio da publicação original. Em virtude de sermos um periódico de acesso aberto, permite-se o uso gratuito dos artigos em aplicações educacionais, científicas, não comerciais, desde que citada a fonte (por favor, veja a Licença Creative Commons no rodapé desta página).
