SOCIO-EMOTIONAL, CREATIVE AND SUSTAINABLE SKILLS IN THE SCHOOL CONTEXT: TEACHERS’ VIEWS

Eleni Nikolaou, Konstantina Tsoli, Yota Xanthacou, Vasileios Papavasileiou, Nikolaos Andreadakis, Thomas Babalis, Maria Kaila

Abstract


Today, more than ever, there is a need to integrate socio-emotional competencies and creative skills into the formal education of children and adolescents to promote sustainable development. To this end, teachers’ role is not only pivotal but also multifaceted and in order to respond effectively to everyday challenges and demands, emphasis should be given to their ongoing professional development. This research study aims to explore the views of primary education teachers regarding the development and management of students’ socio-emotional, creative and sustainable skills. The sample of the research consisted of 214 teachers from Greece, all master's degree graduates. The results indicate that Greek teachers support the socio-emotional development of their students, prioritizing, however, the cognitive role of the school. It was also found that, even though they are generally positive towards creativity and sustainability, they lack knowledge of relevant techniques that develop these skills. In conclusion, the educational system should support and develop students in a holistic approach, preparing them to acquire not only knowledge but also skills essential for the active citizen of the 21st century.

Keywords


conflict resolution, stress management, diversity recognition, risk-taking compliance, creative problem-solving, active citizenship

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i11.7067

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