Strengthening Social and Emotional Learning in Hybrid Modes of Education

Social- Emotional-Learning (SEL), a relatively new term but a deeply rooted aspect of education, is gaining recognition globally. Defined as the process through which individuals manage emotions, empathize, build relationships, and make responsible decisions, SEL is increasingly seen as a core element of education. In a world facing health crises, wars, and environmental disasters, SEL emerges not only as a healing tool for pandemic-induced trauma but also as essential for addressing persistent challenges in education. However, despite SEL’s increasing global recognition, it is  often  absent from  formal  curricula, prompting UNESCO-IBE  to  address this  gap. 

Produced in collaboration with the network Networking to Integrate SDG 4.7 and SEL Skills into Education Materials (NISSEM), this Discussion Paper delves into the pivotal role of SEL in global educational transformation, particularly in the post-COVID-19 era, aiming to magnify its impact on social, economic, environmental, and personal dimensions. This shift recognized the holistic needs of learners, teachers, and families, emphasizing competencies beyond traditional knowledge acquisition. 

Experts from diverse professional roles and academic disciplines related to education contribute perspectives, focusing on socio-emotional and hybrid learning evolution across regions through case-based analysis. It highlights six key topics, presenting a variety of experiences  in  integrating SEL into curriculum. 

The report aims to inspire global change-makers, advocating for robust policies aligned with UNESCO's Futures of Education framework. This call to action supports UNESCO-IBE's HELA initiative, promoting flexible hybrid learning models for crisis response and sustainable educational strategies  in  line with  the  vision of the UN  Transforming Education  Summit.