FORMATION OF SOCIO-EMOTIONAL SKILLS OF EDUCATION SEEKERS IN THE PROCESS OF SOLVING ENVIRONMENTAL PROBLEMS AT THE LEVEL OF LOCAL COMMUNITIES

Abstract

Purpose. The study investigates the role of cooperation between communities and educational institutions in shaping socio-emotional skills (SES) of learners during Ukraine’s post-war recovery and ecological activities. Particular emphasis is placed on integrating sustainable development values and ecological awareness into the educational process, which is essential for preparing young people for active participation in social life and ecological practices. Methods. The research employed analysis of scientific publications (Google Scholar, Web of Science, Springer), regulatory documents, and empirical data from civic organizations (2016–2024). Online surveys were conducted among children and internally displaced persons (IDPs), complemented by observation, generalization, and statistical data processing. The study was carried out in two stages: before the pandemic and during wartime, which allowed for identifying diverse contexts of SES formation and the specific challenges of learning under stress and uncertainty. Results. The findings demonstrate that schools and communities play a decisive role in fostering socio-emotional skills such as resilience, empathy, responsibility, communication, teamwork, and adaptability. In ecological contexts, these skills are closely linked to the development of environmental consciousness and sustainable resource use. A practical example was the organization of battery collection and recycling, which enhanced responsibility and collective engagement. Participation of youth in community-based ecological projects strengthened socialization, collective responsibility, and a sense of belonging, while also encouraging environmentally conscious behavioral models. Conclusions. Socio-emotional skills are a critical factor in building ecological awareness and ensuring sustainable societal development. Communities, in cooperation with educational institutions, act as the primary drivers of SES formation, creating conditions for integrating ecological values into education, strengthening cohesion, and preparing young people for active ecological engagement. The practical significance of the study lies in developing strategies for embedding SES into the educational system and mobilizing communities as stakeholders of educational change. This approach ensures a safe environment for future generations and highlights the central role of communities in shaping socio-emotional competencies essential for post-war recovery and ecological sustainability.