PEDAGOGICAL APPROACHES TO FOSTERING EMPATHY AMONG STUDENTS AS A FUNDAMENTAL QUALITY OF INTERPERSONAL RELATIONS WITHIN THE EDUCATIONAL ENVIRONMENT

• Alina Vakoliuk

  Rivne State University for the Humanities

  https://orcid.org/0000-0003-1545-0867

• Yulia Shalivska

  Rivne State University for the Humanities

  https://orcid.org/0000-0001-5435-569X

• Iryna Polishchuk

  Rivne State University for the Humanities

  https://orcid.org/0000-0003-0424-7396

A review of pedagogical methods oriented toward developing empathy in learners of different age categories. The author sequentially addresses features of elementary, middle, and high school, highlighting group games, role-play scenarios, and discussion clubs. Enriching the educational space with activities that stimulate shared emotional experience strengthens a supportive atmosphere and enhances communication. Consolidated findings verify the effectiveness of combining creative practices and psychological exercises, enabling students of various ages to refine emotional intelligence and proceed with collective problem-solving. Tools for diagnosis and reflection, clarifying the level of empathic culture, have been systematized. A tabular scheme for monitoring changes in empathetic response has been offered. The practical significance of art therapy, volunteer endeavors, and mediation training is underscored, since these initiatives serve as driving forces of mutual support amid social challenges. Taking into account different age groups a unified plan of educational activities is proposed, 1) formation of a list of interactive methods for primary school. Among them: games, fairy tale therapy, creative exercises; 2) development of scenarios for middle school, where role-playing dialogues, book discussions, short debates are present; 3) preparation of discussion platforms for high school. Directions for the implementation of the above-mentioned plan are determined: social initiatives, volunteer projects.

Attention is directed to how digital technologies broaden the methodological foundation for engagement with children in stressful circumstances. Prospects for implementing distance activities that reinforce solidarity and safety, vital during wartime, are examined.

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