METHODOLOGICAL APPROACHES TO DEVELOPING UNIVERSITY STUDENTS’ DIGITAL COMMUNICATIVE COMPETENCE BASED ON EMOTIONAL INTELLIGENCE
DOI:
https://doi.org/10.5281/zenodo.23312383Abstract
This article substantiates a set of methodological approaches to developing university students’ digital communicative competence through emotional intelligence within social science and humanities courses. The study focuses on the design phase of design-based research and integrates pedagogical modelling, constructive alignment of learning outcomes, instructional activities and assessment, and the mapping of empirically identified risk factors associated with problematic online behaviour to appropriate instructional techniques. Based on this framework, four design principles were derived, and five complementary methodological approaches were specified: case-based analysis of authentic online situations, emotional-reflective training, prebunking through serious games, peer-led learning, and project-based digital content creation. For each approach, the target competence component, core instructional techniques and assessment tools are defined. An eight-session instructional module and a four-level assessment rubric are also presented. The proposed instructional design is theoretically grounded but has not yet undergone empirical testing. Accordingly, the conditions for its subsequent experimental validation are outlined.Keywords
digital communicative competence, emotional intelligence, teaching methodology, case-based learning, prebunking, peer-led learning, constructive alignment, higher educationReferences
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