Yaşam Becerileri ve Sosyal Duygusal Öğrenme

Özet

  1. yüzyılın hızla değişen küresel, dijital ve sosyal koşulları, öğrencilerin yalnızca akademik bilgiyle değil; duygusal zekâ, dayanıklılık, iş birliği ve eleştirel düşünme gibi becerilerle de donatılmasını gerekli kılmaktadır. “Yaşama hazır olma” kavramı, bu yeni gereksinimlerin karşılanması amacıyla akademik başarıya ek olarak pratik ve kişilerarası becerilerin önemini vurgular. Dünya Sağlık Örgütü’nün 10 Temel Yaşam Becerisi, bireylerin günlük yaşamın zorluklarıyla başa çıkmalarını sağlayan psikososyal ve kişilerarası yetkinlikleri tanımlar; karar verme, problem çözme, yaratıcı ve eleştirel düşünme, iletişim, kişilerarası ilişki, öz farkındalık, empati, duygu ve stres yönetimi bu çerçevenin merkezindedir. UNICEF’in Yaşam Becerileri ve Vatandaşlık Eğitimi (LSCE) Çerçevesi, 12 temel beceriyi “Bilmeyi Öğrenmek” (bilişsel), “Yapmayı Öğrenmek” (araçsal), “Olmayı Öğrenmek” (bireysel) ve “Birlikte Yaşamayı Öğrenmek” (sosyal) boyutları altında toplar; hem bireysel güçlenmeyi hem de aktif vatandaşlığı destekleyen bütüncül bir model sunar. Sosyal-Duygusal Öğrenme (SDÖ), CASEL’in beş temel yetkinliği—öz farkındalık, öz yönetim, sosyal farkındalık, ilişki becerileri ve sorumlu karar verme—çerçevesinde duygusal zekâ ve empati gelişimine odaklanır. Yaşam Becerileri Eğitimi (LSE) ise daha geniş bir yelpazede pratik, bilişsel ve kişilerarası becerileri içerir. Her iki yaklaşım da öğrencilerin zorluklarla etkili başa çıkmasını, anlamlı ilişkiler kurmasını ve topluma katılımlarını teşvik eder; ancak LSE daha çok günlük yaşam araçları sunarken, SDÖ duygusal düzenleme ve sosyal etkileşime öncelik tanır.

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