THE ROLE OF SOCIAL-EMOTIONAL LEARNING IN PREPARING THE INTELLECTUAL ELITE OF THE NATION

Abstract

The purpose of this article is to thouroughly examine the crucial role of social-emotional learning (SEL) in preparing the intellectual elite of the nation, underscoring its significance within modern educational systems worldwide. In addition, the article delves into the history of implementing SEL, discussing its evolution from a supplementary educational tool to a fundamental component of modern curricula. This historical analysis provides context for understanding how SEL has become integral to developing the intellectual and emotional capacities of students globally. Through the analysis of recent research and case studies from various countries, our study demonstrates how SEL fosters essential competencies, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These competencies are not only fundamental for intellectual growth but are also important for preparing the intellectual elite and leaders who are emotionally intelligent and ethically grounded. The research methodology employed in this study integrates a qualitative analysis of existing SEL programs, with a particular focus on their impact on both intellectual development and leadership capabilities; in order to obtain the relevant information, methods of information analysis and generalization were also used. The results support previous studies while extending the understanding of SEL’s unique role in enhancing critical thinking and ethical decision-making. The discussion compares the findings with earlier research, specifically analyzing implications for educational practices and policy-making in countries like Singapore and Ukraine. The study offers valuable insights into the potential of SEL to shape the future of education and leadership development. By addressing the challenges of preparing students for leadership roles in an increasingly complex world, the article argues for the broader implementation of SEL in curricula. The conclusion highlights the prospects for expanding SEL’s role in education, emphasizing its capacity to develop well-rounded, socially responsible leaders who are equipped to navigate the challenges of the future, including roles and jobs that may not yet exist.