FOREIGN EXPERIENCE IN DEVELOPING YOUNG PEOPLE’S DIGITAL COMMUNICATIVE COMPETENCE THROUGH SOCIAL AND EMOTIONAL LEARNING: A COMPARATIVE PEDAGOGICAL ANALYSIS

Abstract

Abstract. This paper examines how education systems abroad combine the development of emotional intelligence with the formation of responsible online communication, and what this experience implies for higher education in Uzbekistan. Using a comparative pedagogical analysis of national policy frameworks and evaluated programmes from the United States, Finland, Spain, Italy, Singapore, the United Kingdom and the European Union, together with the findings of published meta-analyses, the study identifies the organisational models, content emphases and instructional formats on which these programmes rely. The analysis shows that the most successful practices treat digital behaviour as an expression of social and emotional skills, are embedded in regular curricula rather than delivered as one-off events, and combine whole-institution measures with explicit skill training. At the same time, most of the evidence comes from school settings, and effects reported for university students are smaller. Five transferable principles are formulated and their adaptation to social sciences and humanities programmes in Uzbek universities is discussed.