Features of forming social competence of students by means of multimedia technologies

Abstract

The article reveals the theoretical and practical aspects of forming social competence of students in the context of digital transformation of the modern educational environment. It substantiates the importance of developing socially significant personal qualities (empathy, tolerance, emotional sensitivity, ability to cooperate) as key elements of social competence in the context of new sociocultural challenges, in particular war, globalization, and changing communication models.
The aim of the study was to scientifically substantiate the feasibility of integrating multimedia technologies into the process of forming social competence, as well as to identify effective practices and methodological approaches to its implementation in primary school. The methodological foundations were determined, the criteria and levels of social competence formation were characterized, and the author’s program “Virtual World of Real Friendship” was developed, combining interactive tasks, online games, digital simulations, video essays, and visual projects.
An experimental study conducted in general secondary education institutions has shown that the use of multimedia tools (Kahoot!, Canva, Powtoon, LearningApps, Padlet) significantly increases the level of communicative activity of students, contributes to the formation of emotional sensitivity, reflective thinking, and social cohesion. The article presents empirical data confirming the effectiveness of multimedia pedagogy as a tool for the social development of younger schoolchildren.
Particular attention is paid to the role of the teacher as a facilitator of educational interaction, a bearer of humanistic values, and a coordinator of psychosocial support. The necessity of professional training for teachers to work with multimedia resources and the formation of their digital educational competence is substantiated. Emphasis is placed on the expediency of an interdisciplinary approach in studying this problem, combining pedagogy, psychology, sociology, and media education.
The materials of the article are of practical importance for researchers, teachers, methodologists, primary school teachers, and developers of educational programs. The proposed results can be used to improve educational strategies, develop teaching and methodological resources, and organize a system of psychosocial support in conditions of educational crises and post-crisis recovery.