FORMATION OF EMOTIONAL COMPETENCE IN GIFTED YOUTH UNDER CONDITIONS OF DIGITAL EDUCATION

Abstract

The article explores the psychological foundations and educational practices of developing emotional competence among gifted youth in the digital learning environment. It clarifies the concept of emotional competence as an integrative ability encompassing self-awareness, self-regulation, empathy, and socio-communicative skills, distinguishing it from emotional intelligence as a set of cognitive abilities (ability model). The paper outlines the risks of digitalization (information overload, specifics of asynchronous interaction) and its opportunities (personalization, learning analytics, and reflection tools in LMS). The proposed SEED model (Self-awareness, Emotion regulation, Empathy, Dialogue) includes applied practices such as micro-reflection, emotion journals, feedback protocols, and checklists for group work. Recommendations for teachers and tutors are provided.