Enhancing Social Competence in Inclusive Education Contexts: Social Learning – Meanings, Benefits and Skills
DOI:
https://doi.org/10.53103/cjess.v5i3.356Keywords:
Social Competence, Social Learning, Inclusive Education, Inclusion, Lifelong Learning, SkillsAbstract
The purpose of this article is to focus on the Social Learning Theory by exploring and describing the fundamental social concepts, meanings and dimensions that underpin it, both in the context of teaching and in the broader connection between learning and practical education. Our objective is to conceptually and semantically define key elements of Social Learning Theory and other complex cognitive processes that provide applied methods for understanding how we learn from others and how we establish both individual and collective effectiveness. This paper presents an applied approach to utilizing and assessing the effectiveness of this theory in both learning and teaching by fostering the development of fundamental knowledge and skills. This approach aligns with the principles of Education for All as outlined in Agenda 2030.
Practical implications: This paper emphasizes the need for professional development and continuous support to help teachers, educators, instructors, leaders, etc, effectively integrate social skills into inclusive contexts.
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