Підходи до формування соціальних навичок учнів: зарубіжний досвід

The article is dedicated to the analysis of foreign experience in the development of pupils’ social skills within the context of modern educational systems in countries such as the USA, Canada, Germany, and Austria. The article presents official sources that regulate the educational process, as well as research and programs aimed at the development of pupils’ social skills in these countries. It thoroughly explores the essence of programs and projects that are effectively implemented for the formation and development of pupils’ social skills, as well as approaches to creating an educational environment. The article analyzes the main principles, approaches, and characteristics of the implementation of programs at the state level, comparing educational approaches to the development of pupils’ social skills, and identifies common and distinctive features of these approaches. Attention is focused on key approaches implemented in each country, such as social-emotional learning, inclusion, and the development of emotional competence. A separate focus of the article is the organization of professional development for teachers in relation to the formation of pupils’ social skills and the provision of methodological support for educational programs and projects. Additionally, based on the analysis of the considered educational systems, the author identifies key elements of the educational process that contribute to the effective development of pupils’ social skills: the integration of social skills into academic subjects, the creation of a supportive learning environment, and the monitoring of the educational environment. In the concluding section, the article substantiates the prospects of adapting foreign experience into the Ukrainian educational system, particularly by combining elements of the Canadian model of social-emotional learning with the German system of integrating social skills into academic subjects. The conclusion is made that a comprehensive approach, involving all participants in the educational process, is key to the successful development of social competence in pupils.