Assumptions of Modeling Competences in Transformative Education


  • Giedrė Kvieskienė Vytautas Magnus University, Education Academy
  • Charles Hopkins UNESCO Reorienting Education towards Sustainability at York University University, Toronto
  • Vytautas Kvieska Vytautas Magnus University, Education Academy
  • Katrin Kohl UNESCO Reorienting Education towards Sustainability, Toronto



Structure content analysis, Social-emotional skills, Social Emotional Education Prototype (SEEP), Online target groups, Low-technology prototyping, Online social-emotional learning innovations


This research paper is part of a research project that analyses the influence of socio-emotional prototype variables on the usage of innovative online learning and social networks to ensure that social media supports changing learning culture. This study aims to identify how creative and imaginative teaching methods and low-technology prototyping promote social-emotional (SE) skills development in every group of our school students. Firstly, we must test the research design feasibility and validate the research tools. Secondly, we can explore the relationships between the employed teaching methods and social-emotional skills development. The study is based on mixed methods-grounded theory methodology involving collecting qualitative and quantitative data from 104 participants. Based on grounded theory methodology, we have developed a pedagogical approach illustrating age-appropriate teaching practices for developing SE skills. Further research needs to be conducted to gain greater insight into the cross-curricular infusion of these methods and skills across different grades. The added value of this work is the exploration of innovative teaching methods exploiting age responsiveness so that children gain social-emotional benefits within low-technology learning situations. Low social capital and mental health result in an increasing amount of adolescent suicide, a significant cause of death among young people aged 15–19 years in Lithuania and Estonia, recording the highest rate of young people who take their own lives. Schoolwork pressure for boys and girls increased the most in Lithuania, whereas in Estonia and Latvia, it remains at the same level. While teaching face-to-face, teachers can facilitate students to empower social and emotional skills, adopt collaborative teaching methods and create trusting relationships. The changed dynamic social environment during COVID-19 needs a new vision of teaching and has encouraged further research algorithms of social-emotional intelligence, highlighting the idea of artificial intelligence implementation. Social-emotional Prototype Contains Integrated Family Support, Emotional therapy, and Integrated practices. One goal of family therapy or complex assistance can be, for example, (1) Improving the functioning of the family at various levels; (2) Strengthening mutual understanding and emotional support from family members; (3) the Ability to solve problems and develop problem-solving strategies in different life situations. (4) Family Assistance is designed to help parents understand their child’s needs and behavior, including optimistic socialization scenarios for a happy and healthy life.


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How to Cite

Kvieskienė, G., Hopkins, C., Kvieska, V., & Kohl, K. (2023). Assumptions of Modeling Competences in Transformative Education. Social Education, 58(2), 53–80.