The curriculum developed under the SPACES project aims to shape key social competencies in future teachers, based on the results of research conducted in Poland, Italy, Spain and Portugal.
The program highlights key competencies, such as self-control, recognizing emotions (one’s own and others’), stress and crisis management, building relationships and trust, effective relaxation, emotional support, assertiveness, maintaining relationships, and effective expression of emotions. 
The program’s content includes topics such as stress in teacher’s work, mindfulness in education, setting boundaries in relationships with students and in group work, motivation, and building an environment conducive to learning. Emphasized is the importance of the teacher-student relationship and the role of the teacher as a guide, organizer and supporter.
The program also includes specific methods of didactic work: flipped classroom, brainstorming, small group discussions, dramas, educational games and use of educational videos. These methods are designed to strengthen engagement and develop the emotional and social competencies of pedagogical students.
The program is a ready-made tool for implementation in universities training teachers and responds to contemporary challenges of the teaching profession.
We encourage you to familiarize yourself with the scenarios for developing social competence.
Workshop scenario
Communication
This workshop, based on Marshall Rosenberg’s Nonviolent Communication (NVC) approach, teaches how to speak and listen empathically, respecting the emotions, needs, and boundaries of others. Participants learn the difference between observation and evaluation, practice recognizing their own needs and feelings, and give feedback in a way that is constructive rather than hurtful. Practical exercises—including role-playing, a needs carousel, and analysis of giraffe and jackal language—develop the ability to communicate with mindfulness and responsibility.
Coping with stress
The workshop allows participants to understand the mechanisms of stress, learn to recognize its symptoms, and apply effective coping strategies. Participants work with the MiniCOPE questionnaire, learn about the Yerkes-Dodson theory, and practice relaxation techniques (including eye movement). The practical part also includes planning effective rest. The aim of the classes is to strengthen individual resources for coping with stress and preventing burnout.
Crisis management – conflict resolution and cooperation building
Participants learn to analyze conflict situations, recognize the needs of the parties involved, and apply the principles of constructive dialogue. A key element of the workshop is a simulation game based on a realistic group conflict, ending with the joint development of a compromise. The classes teach empathy, active listening, and teamwork, and their goal is to develop conflict resolution and communication skills in tense situations.
Emotional balance – understanding and regulating emotions
The classes focus on developing mental resilience and the ability to manage one’s emotions in relationships and at work. Participants learn to recognize their emotions, use tools such as the emotion radar or Plutchik’s wheel of emotions, and practice strategies for responding mindfully in difficult situations. The classes end with relaxation and planning enjoyable activities.
Emotional intelligence in practice
The workshop develops key social and emotional competencies such as self-awareness, self-regulation, and empathy. Participants learn about their strengths and areas for improvement through an emotional intelligence test, learn to recognize their own and others’ emotions, and practice ways to cope with difficult situations. Practical exercises support the development of emotional intelligence.
Building a friendly atmosphere
The classes focus on building a positive classroom and school climate that promotes well-being, engagement, and relationships between students. Participants analyze real-life cases, create action prototypes, work with the world café method, and share their educational “moments of change” (Most Significant Change). The aim of the workshop is to develop competencies related to creating an atmosphere of cooperation, empathy, and belonging.
The role of a guide and advisor
The workshop introduces participants to the idea of tutoring as a form of personalized education based on a master-apprentice relationship. Participants learn the stages of building a tutoring relationship, create an educational contract, work with the SMARTER card, and experience tutoring in pairs. The aim of the class is to equip participants with tools to support the individual development of students through conscious management of the educational and relational process.
Assertiveness – setting boundaries and communication
The workshop develops the ability to set boundaries and express oneself in a firm but respectful manner. Participants learn to say “yes” and “no” in accordance with themselves, analyze situations requiring an assertive attitude, and formulate messages based on the FUKO model. The classes include individual and group exercises and role-playing. The aim is to strengthen the competence in consciously communicating needs and defending one’s own boundaries while respecting the interlocutor.
Mindfulness – mindfulness in life and education
The workshop introduces participants to the practice of mindfulness – being consciously present in the here and now, without judgment. Participants learn to observe their emotions, thoughts, and sensations with kindness and curiosity. The program includes breathing exercises, body scanning, mindful walking, and the 5-4-3-2-1 technique. The classes encourage self-reflection and calmness, and their goal is to develop the ability to focus attention, regulate emotions, and deepen the relationship with oneself through mindfulness techniques.
The basics of effective motivation
The classes are based on Daniel Pink’s concept of motivation 3.0 and help participants understand how to develop intrinsic motivation through autonomy, the pursuit of mastery, and a sense of purpose. They support the development of the ability to independently plan actions in line with personal values. Participants work with coaching tools: the Wheel of Needs and the Strengths and Areas for Development card, which encourage reflection on their resources and setting realistic goals.