INTEGRATING EMOTIONAL INTELLIGENCE INTO SOCIAL LEARNING THEORY: A CONCEPTUAL FRAMEWORK FOR BEHAVIOURAL ADAPTATION IN MODERN EDUCATION

Abstract

In the evolving scenario of education, facilitating future educators with life skills become an important component of teacher preparation. This paper aims to explore a holistic foundation that integrates life skills education into teacher education programs, strengthening the development of personal, social, emotional, and professional competencies important for effective teaching and lifelong learning. These nurture the teacher as a whole fostering reflective, empathetic, and resilient or tenacious educators. The recommendation from National Education Policy (NEP 2020) highlights the important role of life skills such as communication, critical thinking, emotional intelligence, adaptability, and ethical decision-making in the professional journey of teachers, etc. It also investigates innovative Pedagogical approaches, experiential learning strategies, institutional practices which promote teacher as a holistic being. This argues that integrating life skills into teacher education not only strengthens classroom effectiveness but also empowers teacher educators to create inclusive, value based, and learner centred situation. This holistic foundation can serve as a guide for curriculum developers, teacher educators, and policymakers to redesign teacher education programs that respond to the needs of 21st-century learners and society as a whole. Thus this paper emphasizes the need for continuous professional development and institutional commitment in fostering life skills as an integral part of holistic teacher education.