IMPROVING THE METHODOLOGY OF SOCIO-EMOTIONAL DEVELOPMENT OF STUDENTS IN THE PROCESS OF TECHNOLOGICAL EDUCATION IN PRIMARY GRADES
Abstract
This study investigated the effectiveness of a comprehensive methodology for improving socio-emotional development in the process of technological education for primary grades. Recognizing the importance of socio-emotional competencies in the holistic development of students and the challenges of integrating these competencies into technological education, a mixed-methods approach was employed. A quasi-experimental design was utilized, with primary grade classrooms assigned to either an intervention group or a control group. The intervention group received the proposed methodology, which seamlessly integrated socio-emotional learning activities into the existing technological education curriculum. Quantitative data from pre- and post-intervention assessments and qualitative data from teacher interviews and classroom observations were analyzed. The findings revealed significant improvements in socio-emotional competencies, such as emotion regulation, empathy, social awareness, and positive relationships, among students in the intervention group compared to the control group. Qualitative data corroborated these findings, with teachers reporting enhanced student engagement, motivation, and improved socio-emotional skills. The study contributes to the growing body of literature on the integration of socio-emotional learning into academic curricula and provides a practical framework for educators and policymakers to foster socio-emotional development in the context of technological education.
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