This article examines the scientific and theoretical foundations for developing adolescents’ social-emotional and moral-ethical competence from pedagogical, psychological, and axiological perspectives. Particular attention is given to the relationship between the core competencies of Social and Emotional Learning (SEL)-self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—and adolescents’ moral and ethical development. The study considers the psychological and neurodevelopmental characteristics of adolescence, the formation of value orientations, peer influence, the growing need for autonomy, and the mechanisms underlying moral choice and responsible behavior. It is argued that the development of adolescents cannot be limited to the transmission of moral knowledge alone; rather, moral values need to be internalized, emotionally experienced, applied in real-life situations, and critically reflected upon. Within this framework, SEL is considered an important pedagogical mechanism through which moral values can be translated into responsible behavior. The article proposes an integrative model of social-emotional and moral-ethical competence comprising cognitive-content, emotional-regulatory, value-motivational, social-communicative, and reflective-behavioral components. The paper also discusses the need to adapt internationally recognized SEL approaches to the sociocultural and educational context of Uzbekistan and highlights the role of cooperation among schools, families, and local communities in ensuring sustainable educational outcomes.
Scientific and Theoretical Foundations for Developing Adolescents’ Social-Emotional and Moral-Ethical Competence
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