Frontiers in Education

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Fostering emotional intelligence and self-regulation in gifted high school students: experimental evidence from a soft skills development program
(Frontiers Media, 2026-01-12)
A.E. Mukhametkairov
;
Berik Matayev
;
Assemgul Kalimova
;
Meruyert Erkinovna Utegenova
;
Л. Ә. Ибраймова
Introduction Gifted adolescents often receive extensive cognitive enrichment, while their emotional and self-regulatory development remains underrepresented in school programs. This study examined whether socio-emotional and self-regulatory skills can be effectively developed through a structured soft skills intervention for gifted high school students. Methods A seven-week soft skills program was implemented with 96 gifted students aged 15–16 in Kazakhstan. Participants were randomly assigned to an experimental group ( n = 48), which engaged in reflection, empathy, and time-management activities, and a control group ( n = 48), which continued regular instruction. Emotional intelligence, self-regulation, motivation, and communication skills were assessed using validated psychometric scales and expert observations (Cronbach’s α = 0.80–0.91). Data were analyzed using t-tests and ANCOVA. Results The experimental group demonstrated statistically significant improvements compared to the control group ( p < 0.001), particularly in emotional intelligence and self-regulation, with large effect sizes (η 2 = 0.59–0.68). Expert evaluations also indicated increased emotional awareness, communication competence, and leadership behaviors among participants of the intervention. Discussion/conclusion The findings indicate that socio-emotional and self-regulatory competencies in gifted adolescents can be effectively enhanced through structured experiential learning. The proposed program offers a practical and scalable framework for integrating soft skills training into secondary education curricula for gifted learners.
Цитирования (OpenAlex) 7
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The structure for cultivating a philologist’s linguistic identity via improvement of communicative abilities in language classes
(Frontiers Media, 2026-03-04)
Sarbinaz Hamitovna Kylyshpayeva
;
Madina Kylyshpayeva
;
Diana Akizhanova
;
Aigul Onalbayeva
This study examines how a philologist’s linguistic identity can be cultivated through the systematic enhancement of communicative abilities in the context of university language education. The research focused on integrating cultural precedent phenomena (CPP)—culturally embedded idioms, allusions, and expressions—into the teaching of Russian and evaluating their impact on students’ communicative performance and identity development. We hypothesized that embedding CPP in a structured pedagogical model would lead to superior communicative, lexical, and intercultural outcomes compared with traditional instruction. A cohort of philology students ( n = 29) was divided into a control group ( n = 14) and an experimental group ( n = 15) and engaged in a 12-week instructional cycle within an exploratory mixed-methods design. Data was collected through diagnostic questionnaires, classroom observations, and performance-based assessments, and analyzed using mixed quantitative and qualitative methods. The results indicate that students in the experimental group showed substantially higher gains in speech fluency, lexical variety, pragmatic accuracy, and intercultural awareness than those in the control group. In addition, participants reported increased confidence in their linguistic self-identification and cultural affiliation, suggesting a positive association between CPP-based instruction and communicative development. The study outlines methodological considerations for incorporating culturally embedded language material into university curricula and provides preliminary evidence of how cultural precedent phenomena may support reflective and context-sensitive language learning.
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Frontiers in Education

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