The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Socio-Emotional Competencies and Well-Being in Online Educational Settings
Abstract
Formal aspects, such as contents, methodologies, objectives, or resources, are key elements in the teaching-learning process, and necessary to ensure its quality. However, well-being and socio-emotional competencies are also crucial. If teachers experience good levels of well-being and feel socially, emotionally, and morally competent, they will be able to achieve a high-quality professional performance. This is fundamental in the training of teachers, given the demands of their position. Different approaches are advocating for the inclusion of well-being and socio-emotional and moral competencies in the educational curriculum to foster educational contexts aiming the optimal development and functioning of students. After conceptualizing the constructs of well-being and socio-emotional and moral competencies, this chapter aims to review related educational practices, thus underlining the complex process of their inclusion in the curriculum. The relevance and usefulness that virtual learning environments have acquired in the wake of the COVID-19 pandemic will also be discussed.
Related Content
|
Raquel Sánchez Ruiz, Isabel López Cirugeda.
© 2024.
22 pages.
|
|
Rocío Luque-González, Inmaculada Marín-López, Mercedes Gómez-López.
© 2024.
22 pages.
|
|
Bima Sapkota, Xuwei Luo, Muna Sapkota, Murat Akarsu, Emmanuel Deogratias, Daphne Fauber, Rose Mbewe, Fidelis Mumba, Ram Krishna Panthi, Jill Newton, JoAnn Phillion.
© 2024.
34 pages.
|
|
Karen Collett, Alina Slapac, Sarah A. Coppersmith, Jingxin Cheng.
© 2024.
29 pages.
|
|
Maria Ines Marino, Stephanie Tadal, Nurhayat Bilge.
© 2024.
25 pages.
|
|
Jaqueline Naidoo, Noah Borrero.
© 2024.
19 pages.
|
|
Crystal Machado, Tami Seifert.
© 2024.
20 pages.
|
|
|