在全球范围内培养社会和情感学习：经合组织2023年社会和情感技能调查的结果

FINDINGS FROM THE OECD SURVEY ON SOCIALAND EMOTIONAL SKILLS 2023 Nurturing Socialand Emotional LearningAcross the Globe FINDINGS FROM THE OECD SURVEY ON SOCIALAND EMOTIONAL SKILLS 2023 This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed andarguments employed herein do not necessarily reflect the official views of the Member countries of the OECD. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty overany territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. OECD (2024),Nurturing Social and Emotional Learning Across the Globe: Findings from the OECD Survey on Social andEmotional Skills 2023, OECD Publishing, Paris, https://doi.org/10.1787/32b647d0-en. ISBN 978-92-64-49324-7 (print)ISBN 978-92-64-87428-2 (PDF)ISBN 978-92-64-40066-5 (HTML)ISBN 978-92-64-71203-4 (epub) Photo credits:Cover © Monkey Business Images/Shutterstock.com. Attribution 4.0 International (CC BY 4.0)This work is made available under the Creative Commons Attribution 4.0 International licence. By using this work, you accept to be bound by the terms of this licence(https://creativecommons.org/licenses/by/4.0/).Attribution– you must cite the work.Translations– you must cite the original work, identify changes to the original and add the following text:In the event of any discrepancy between the original work and thetranslation, only the text of original work should be considered valid.Adaptations– you must cite the original work and add the following text:This is an adaptation of an original work by the OECD. The opinions expressed and arguments employed inthis adaptation should not be reported as representing the official views of the OECD or of its Member countries.Third-party material– the licence does not apply to third-party material in the work. If using such material, you are responsible for obtaining permission from the third party and forany claims of infringement.You must not use the OECD logo, visual identity or cover image without express permission or suggest the OECD endorses your use of the work.Any dispute arising under this licence shall be settled by arbitration in accordance with the Permanent Court of Arbitration (PCA) Arbitration Rules 2012. The seat of arbitration shallbe Paris (France). The number of arbitrators shall be one. Preface Technological advancements, shifting labour markets and complex social and environmental issues areforcing learners to acquire a broader set of skills. In this evolving landscape,cognitive, but alsosocial andemotional skills—such as empathy, creativity, persistence, and emotional regulation—are essential foraddressing personal and collective challenges and uncertainties. These competencies are fundamental to creating vibrant, innovative economies where people can worktogether effectively, adapt to newchallenges, and lead with empathy and integrity.The benefits ofeducational attainment and cognitive skills have been studied extensively, but, with new data, also thebenefits of social and emotional skills are increasingly understood:In the workplace,social and emotionalskills foster effective collaboration, enable creative approaches, and drive innovation—qualities that areindispensable in today’s rapidly changing economic landscape. On a societal level, social and emotionalskills are the foundation that holds communities together and empower citizens to contribute to the greatergood. They enable constructive dialogue, conflict resolution, and cooperation in solving shared problems.Without these skills, societies risk fragmentation,division,and an inability to tackle the collectivechallenges of the future. Social and emotional learningnot only benefits individual learners but also helps create learningenvironments where collaboration, communication, and empathy are central to the educationalexperience.These skills—enabling students to understand and regulate their emotions, interact effectively with others,and persist through challenges—are vital for both short-term academic success and long-term personaldevelopment.Social and emotional learningenablesstudents to engage more deeply with their studiesand approach learning with greater curiosity and creativity. Social emotional learning does not only emerge as a byproduct of interacting with others. While socialexperiences can foster these skills, social and emotional learning requires intentional effort, planning, andpractice. Just as academic subjects are systematically taught, social and emotional learning must beactively cultivated through structured activities,explicit teaching,and guided reflection.Social andemotional learning does not stop when the school day ends. It continues beyond the classroom and shouldbe encouraged at home, as well as in the various activities students engage in outside of school. Understanding how toimprove social and