Implementation of social and emotional learning model in higher education institutions in Ukraine

Abstract

Abstract. Objective. The study aims to substantiate and conceptualize implementation of a context-sensitive model of social and emotional learning in tertiary education institutions in Ukraine that operate under conditions of the war, institutional transformation, and European integration. The research addresses the gap between the growing demand for structured socio-emotional support in universities and the absence of a comprehensive, system-level framework adapted to national socio-political realities and post-war recovery priorities. Methods. The study applies theoretical modeling, systematic literature review, comparative analysis of social and emotional learning frameworks, and contextual policy analysis of Ukrainian higher education. Results. The analysis reveals that existing social and emotional learning programs predominantly target secondary school education and require adaptation for adult learners in university settings. Ukrainian scholarship demonstrates increased interest in socio-emotional competencies; however, research remains fragmented and lacks institutional-level integration. The proposed model consists of four interrelated components: curriculum embedding of transversal competences; professional capacity building for academic staff; participatory student engagement mechanisms; and strategic governance with monitoring and evaluation instruments. Expected outcomes include enhanced academic performance, improved psychological resilience, strengthened social cohesion, and increased institutional adaptability. Conclusions. The proposed model provides a theoretically grounded and policy-oriented foundation for integrating socio-emotional competencies into tertiary education governance and practice. Its implementation may contribute to student well-being, sustainable institutional transformation, and long-term societal resilience. Further empirical validation and development of context-sensitive assessment instruments are required to evaluate effectiveness and scalability.