Application of Educational Neuroscience in the Development of Socio-Emotional Competencies in Hybrid Learning Environments

This study examines the intersection of educational neuroscience and socio-emotional competency development within hybrid learning environments. Through a systematic review methodology following PRISMA 2020 guidelines, 47 peer-reviewed articles published between 2018 and 2025 were analyzed from Scopus, Web of Science, PubMed, and ERIC databases. The review integrates three converging fields: (a) educational neuroscience and its contributions to understanding learning processes, (b) socio-emotional learning (SEL) frameworks and competency development, and (c) hybrid/blended pedagogical models. Findings reveal that neuroscience-informed pedagogical strategies, including those targeting executive function, emotional regulation, and social cognition, significantly enhance socio-emotional competency outcomes when implemented within hybrid learning architectures. The analysis identifies key neural mechanisms—prefrontal cortex-mediated self-regulation, amygdala-cortical connectivity for emotional processing, and mirror neuron system activation for social cognition—as foundational to SEL interventions in technology-mediated environments. Results indicate that hybrid learning environments, when designed with neuroscience-informed principles, can foster self-awareness, self-management, social awareness, relationship skills, and responsible decision-making more effectively than purely face-to-face or fully online modalities. The study proposes an integrative neuroeducational framework (Neuro-SEL Hybrid Integration Model, N-SHIM) for SEL implementation in hybrid settings and offers evidence-based recommendations for educational practitioners, curriculum designers, and policymakers. Limitations include the predominance of studies from Western educational contexts and the nascent state of neuroimaging research in naturalistic hybrid classroom settings.