KEY COMPONENTS OF SOCIAL AND EMOTIONAL LEARNING: MODERN INTERPRETATIONS IN GLOBAL PEDAGOGY

Abstract

The article explores the essence of Social and Emotional Learning (SEL) as a key element of contemporary education that ensures the development of emotional literacy, social skills, moral responsibility, and inner resilience of learners. In the context of global transformations—including war, digitalization, psychological exhaustion, and the challenges of inclusion—SEL emerges as a necessary condition for the holistic development of personality. Leading international models of SEL such as CASEL, RULER, PATHS, and Second Step are analyzed, and a comparative analysis of their core components is provided. Particular attention is paid to the interpretation of SEL across various educational traditions worldwide, especially in terms of cultural sensitivity, value-based orientation, and the role of the school as a social environment. It is outlined that despite shared features, approaches to SEL vary depending on cultural, age-related, ethical, and policy contexts. Based on the synthesis of scholarly perspectives and didactic principles, the author proposes a classification of SEL components that integrates classical educational categories with modern challenges. The model comprises six interrelated components: cognitive-reflective, motivational-volitional, emotional-regulatory, social-communicative, value-worldview, and adaptive-resource. The first three are identified as universal and applicable in any educational context, while the others are sensitive to sociocultural and institutional conditions. The article substantiates the connection of the proposed classification with the foundations of general didactics, emphasizing its interdisciplinary nature and practical relevance for educators, psychologists, and education managers. It is emphasized that this classification not only systematizes existing international approaches but also adapts them to the needs of the Ukrainian educational system under martial law and social disruption.