Przejdź do treści

Uniwersytet Śląski w Katowicach

  • Polski
  • English
Wydział Sztuki i Nauk o Edukacji

E-learning in the Time of COVID-19
Scientific Editor Eugenia Smyrnova-Trybulska
“E-learning”, 13, Katowice–Cieszyn 2021, pp. 76–88 


Liliia Hrynevych 1 & Nataliia Morze 2
Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudriavska Str., Kyiv, Ukraine
1, ORCID 0000-0002-5818-8259
2, ORCID 0000-0003-3477-9254

Abstract: The paper discusses the essence of social and emotional learning, high- lighting the need to develop students’ soft skills in the ever-shifting world, as well as during the time of pandemic. Social and Emotional Learning is a vehicle for shap- ing soft skills as it focuses on the development of such capacities as self-awareness; social awareness; self-management; relationship skills; and responsible decision making. The paper presents some findings from the 2021 representative survey of teachers and school principals across Ukraine (involving 3,237 teaching staff and 420 school principals) that was aimed at determining the level of educators’ acceptance and readiness to implement Social and Emotional Learning as part of the New Ukrainian School Reform. It takes stock of teachers’ capacity in building the skills to proceed with the implementation of Social and Emotional Learning, in particular regarding in-service training, knowledge of methodologies for soft skills development, access to electronic resources, methodological and training materials, individual education programmes on Social and Emotional Learning, and allocation of school time for their implementation. The paper underlines the increasing role of building social and emotional skills in distance-learning settings and describes vari- ous ways in which teachers can employ digital tools to facilitate effective transition to electronic learning while taking into consideration students’ learning styles and the need to build social and emotional skills.

Keywords: social and emotional learning (SEL), soft skills, social and emotional skills (SES), digital tools, distance learning.

ABC Learning Design method by C. Yo u n g & N. P e r o v i ć, UCL (2015) is licensed under CC BY NC SA 4.0. Learning types, L a u r i l l a r d, D. (2012). Teaching as a Design Sci- ence. Download at

C h e r n y s h e n k o, O., K a n k a r a š, M. & D r a s g o w, F. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on so- cial and emotional skills. OECD Education Working Papers, No. 173, OECD Publishing, Paris.

C o l l a b o r a t i v e for Academic, Social, and Emotional Learning (CASEL). (2013). CASEL | Suc- cess in school: Skills for life. Retrieved from (accessed April 1, 2013).

D z i a b e n k o, О., M o r z e, N., B o i k o, М., Va r c h e n k o -Tr o t s e n k o, L., Ve m b e r, V., Va s y l e n k o, S., Vo r o t n i k o v a, І., & S m y r n o v a -Tr y b u l s k a, Y. (2021). Innova- tive pedagogical methods in the digital era. Manual. Kamianets-Podilsky. Ruta Publisher. 320 p. [in Ukraine]. ISBN 978-617-8021-05-4.

E l i a s, M.J., Z i n s, J.E., We i s s b e r g, R.P., F r e y, K.S., G r e e n b e r g, M.T., H a y n e s, N.M. et al. (1997). Promoting social and emotional learning: Guidelines for educators. Alex- andria, VA: Association for Supervision and Curriculum Development. ISBN-0-87120- 288-3.

G r e s h a m, F.M. (2002). Teaching Social Skills to High-Risk Children and Youth: Preven- tive and Remedial Strategies. In M.R. S h i n n, H.M. Wa l k e r, & G. S t o n e r (Eds.). In- terventions for academic and behavior problems II: Preventive and remedial approaches (pp. 403–432). National Association of School Psychologists.

G r e s h m a n, F.M., & E l l i o t t, S.N. (1984). Assessment and classification of children’s so- cial skills: A review of methods and issues. School Psychology Review, 13, 292–301.
Handbook of social and emotional learning: research and practice / edited by J.A. D u r – l a k, C.E. D o m i t r o v i c h, R.P. We i s s b e r g, T.P. G u l l o t t a. ISBN 978-1-4625-2015-2 (hardback) ISBN 978-1-4625-2791-5 (paperback).

H r y n e v y c h, L., D r o z h z h y n a, T., H l o b a, O. et al. (2021). Feasibility Study on Opportu- nities for SEL within New Ukrainian School Reform – Analytical Overview. Kyiv, Shkilny Svit Publishing Group, 312 p. (pp. 228–229). ISBN 978-617-7644-49-0.

H r y n e v y c h, L., I l i i c h, L., Ly n i o v, K., M o r z e, N., P r o t s e n k o, O., P r o s h k i n, V., R i y, H., & S h e m e l y n e t s, I. (2020). Organization of Education Process in Ukrain- ian Schools under the Quarantine: Analytical Brief. Collective monograph. Kyiv: Borys Grinchenko Kyiv University, 76 p.

OECD (2021). Beyond Academic Learning: First Results from the Survey of Social and Emo- tional Skills, OECD Publishing, Paris.

OECD (2021). Support students outside the classroom with social and emotional learning. Social Emotional Learning Activities & Curriculum | Microsoft Education https://www.

S a l a, A., P u n i e, Y., G a r k o v, V., & C a b r e r a G i r a l d e z, M., (2020). LifeComp: The Eu- ropean Framework for Personal, Social and Learning to Learn Key Competence, EUR 30246 EN, Publications Office of the European Union, Luxembourg. ISBN 978-92-76- 19417-0,, JRC120911.

Y o d e r, N., P o s a m e n t i e r, J., G o d e k, D., S e i b e l, K., & D u s e n b u r y, L. (2020). From Response to Reopening: State Efforts to Elevate Social and Emotional Learning during the Pandemic. Collaborative for Academic, Social, and Emotional Learning (CASEL); Committee for Children

return to top